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Aheto, Simon-Peter Kafui. "Patterns of the use of technology by students in higher education." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2541.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.Rationale: Unavoidably, the 21st century is witnessing continuous discourse about students’ technology uses in higher education. This thesis explores the underpinnings of students’ technology usage in their rhizomatic (personal) learning networks in the higher educational environment through a lens of four sub-research questions and four research hypotheses. Methodology: This research adopted a cross-sectional narrative and numeric study using the Frameworks for an Integrated Methodology (FraIM). The study was conducted in four universities comprising two universities in Ghana, one in South Africa and another in Belgium. Participants and respondents included students and lecturers. Data collection methods comprise focus group interviews, individual interviews, surveys (paper and web-based) and rhizomatic maps. The philosophical underpinning was inclined towards the critical realists’ stance and hinged to Rhizome Theory and Actor Network Theory. Data were analysed through descriptive and multivariate analyses and learning analytics employing tools in social network analysis. Results were presented graphically via Rhizomatic Learning Network maps, charts, tables and narratives. Findings: Students’ personal learning networks exhibit traces of rhizomatic patterns which are related through human and non-human actors. Seven categories of actors – comprising 218 individual actors – were found in students’ Rhizomatic Learning Networks. Out of 19 traceable digital devices used by students, this research established differences among the institutions in the four most widely used digital devices: Laptop, Smartphone, Tablet or iPad, and E-Reader pro rata. Students owned, in this sequence, smartphones, laptops, tablets or iPads and e-readers. This research also found statistically significant differences among all four institutions in terms of students’ self-perceived importance of handheld mobile devices towards academic success, university wireless network experiences and satisfaction of Learning Management Systems in the universities. However, results indicated that students are not likely to skip classes when materials from course lectures are available online, implying an inclination towards a blended approach to learning despite a technologically-rich environment. Implications and Value: With an underlying effect on curriculum design and implementation, this thesis, supporting rhizomatic approaches to learning, has tremendous potential to improve personal learning networks in higher education. It further contributes an understanding of emerging patterns in the personal learning networks of higher education students within a technology-rich environment. Again, integration of the two theories – FraIM, analytical tools and style of presentation – in understanding the problem through the lens of a critical realist is novel. Key Recommendations: Further rhizoanalysis research into the detailed roles performed by individual technological actors in students’ personal learning networks in the higher educational environment is required. Additionally, clear policies exhibiting willingness and enforcement strategies to integrate technology in all facets relating to learning should guide curriculum development within the universities.
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Lu, Jie, and 卢洁. "Using social networking environments to support learning engagement inhigher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329435.
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Learning engagement is essential for fruitful and meaningful learning outcomes. Although many researchers have collectively claimed that social networking technologies in the Web2.0 era possess great potential to foster learning engagement, the existing literature demonstrates the pedagogical significance of more empirical and systematical inquiries into their applications for effective teaching and learning in various educational contexts. A social networking environment (SNE) is an online environment established with these technologies in which various tools, people and resources are dynamically connected. This study aimed to investigate the roles of such an environment in supporting learning engagement in higher education, and to identify factors that affected how students engaged in learning activities in the SNE. Informed by the literature on knowledge construction, collaborative learning and intrinsic motivation, learning engagement was conceptualized as a multidimensional construct that incorporated cognitive, social and emotional components of the learning process.
This study was a single case study. It spanned a period of six months with a class of 55 undergraduate students enrolling in an elective university course in mainland China. A SNE, which integrated blogs, wikis, social bookmarks and tagging, file repositories, group spaces, and social networking facilities, was implemented to support designed learning activities that emphasized reflections and social interactions for achieving course objectives. Data collection and analysis combined qualitative and quantitative methods. Multiple-source data was obtained from interviews, observation, questionnaires and student learning artifacts, and was analyzed through content analysis, social network analysis and descriptive statistical analysis.
The analysis revealed a number of roles that the SNE could play in supporting learning engagement. In terms of social engagement, it could serve as a social medium for (a) facilitating self-presentation and self-expression, (b) supporting articulation and development of personal social networks, (c) encouraging various levels of participation in social interactions, and (d) enabling personalized feedback. In terms of cognitive engagement, it could afford a hybrid of individual and social learning by (a) supporting development of personal learning portfolios, (b) facilitating peer and teacher feedback, and (c) creating the transparency in a distributed learning environment which enabled students to access multiple perspectives, learn by observation, and utilize metacognitive skills for self-regulated learning. In terms of emotional engagement, it could be used as a vehicle for developing a socio-affective structure of the learning community by (a) inducing expression of emotions and feelings, (b) fostering socio-emotional interactions, and (c) contributing a sense of being connected to others. Factors in cultural, socio-contextual, technical, and individual dimensions were identified that affected learning engagement in the SNE and needed to be addressed in pedagogical interventions.
This study has both theoretical and practical implications. By proposing a construct incorporating cognitive, social and emotional elements of engaged learning, it deepens our understanding of the relationship between learning engagement and educational use of social networking technologies in higher education. For practicing teachers, a set of pedagogical principles is suggested based on the findings of the study for facilitating learning engagement in the SNE. Implications for software designers and educational administrators are also discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Ma, Wai-kit Will, and 馬偉傑. "Understanding online knowledge sharing: an interpersonal relationship perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43949988.
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Evert, Candice Elaine, and der Post Leda Van. "A model using Technological support for tutors in practical computing sessions." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12534.
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The starting point of this research is the observation that tutors in the Computing Sciences (CS) Department at NMMU require more support than they currently receive in order to be effective. This research project investigated how technology could be used to support tutors during practical sessions. Focus group discussions with tutors in the CS Department revealed that challenges exist which hinder them from effectively assisting students during practical sessions. Through analysis of focus group discussions and literature regarding the use of technology in education, it was determined that a tablet PC could be used to support tutors by providing on-demand access to practical content and answers to frequently asked questions. Existing models using technology in education to support either students or tutors in learning were investigated. A conceptual model using technology to support tutors during practical sessions was designed and proposed based on features of the existing models which were considered relevant to the CS context, and ways in which they could support tutors. Relevant features of the conceptual model include the system, purpose, boundary, key variables and best practices applied to the technological component of the model. During development of the model, these features were considered. In the context of the CS Department, a tablet PC tool was used by tutors as a means to support themselves and assist students during practical sessions. The tool is a component of the model which provides practical information. Each layer of the model’s three layer architecture was tested to ensure that the correct information is provided, on demand, to tutors during practical sessions. Positive results from a field study evaluation revealed that the conceptual model, using a tablet PC tool, could be applied to the CS context with the intention of supporting tutors during practical sessions.
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Johnson, Thomas C. "Effect of distance learning technology as a training delivery system for rural and small law enforcement agencies." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-09142007-122026.
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Schneider, Diana Sensenbaugh. "Descriptive analysis of technology use at the Riverside County Office of Education, Riverside, California." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1377.
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Day, Jason A. "Investigating learning with web lectures." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22627.
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Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2008.Committee Chair: Foley, James; Committee Member: Abowd, Gregory; Committee Member: Anderson, Richard; Committee Member: Catrambone, Richard; Committee Member: Guzdial, Mark.
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Harpur, Patricia-Ann. "A framework for ad hoc mobile technology-enhanced learning in a higher education context." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2742.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2018.Although the use of mobile technology features prominently in all walks of life, learning and teaching supported by its ad hoc use in higher education contexts is an under-researched topic. Moreover, elements constituting best practices for quality improvement and aimed at informing decision-making stakeholders, are spread across disparate frameworks, reported in literature. The study aimed to meet the following objectives: • O1: To identify the elements that inform strategic decisions for ad hoc mobile technology-enhanced learning. • O2: To inform the structure of the framework, defined by its constituent components. These objectives were associated with two main research questions, addressed via five secondary research questions that guided the exploration of elements associated with the ad hoc use of mobile technology-enhanced learning in a specific higher education environment. The study consequently proposed a consolidated and synthesised set of theoretically based and empirically determined elements, leading to a framework of interrelated guidelines. A moderate constructionist approach adapted from Järvensivu and Törnroos (2010) underpins the dual-purpose research design. At first, a systematic literature review explored existing frameworks applicable to e-learning, m-learning, technology-enhanced learning and blended-learning modalities. The review was subsequently expanded to include additional sources that addressed diverse aspects of mobile technology-enhanced learning. I undertook an extensive qualitative data analysis of the 55 articles resulting from the systematic literature review. Analysis techniques incorporated open, axial and selective coding, memoing, thematic analysis and the construction of network maps using ATLAS.ti V8.0, a CAQDAS tool. Outcomes of the analysis established an initial set of theoretically grounded elements, comprising a hierarchy of 11 constructs, five categories, 16 sub-categories and 60 items. Network maps demonstrated the interlinking of elements for each of the five categories titled: A. Enablement, B. Environment, C. Interactivity, D. Dynamics and E. Mobility. A final network map consolidated these individual maps, presenting the foundations for a framework for the ad hoc use of mobile technology-enhanced learning in higher education contexts. The theoretically based elements established foundations for the empirical portion of the study – a single exploratory case study defined by an architectural technology domain. The case study supported the inclusion of multiple perspectives and complex, natural contexts where mobile technology usage by stakeholders was the focus of the study. Empirical data was collected during six studies from purposively selected faculty respondents. Qualitative data analysis of collected data yielded additional empirically determined elements namely: eight constructs, eight sub-categories and 35 items. These empirically determined elements augmented findings of the systematic literature review. Additional categories did not emerge; however support for theoretically based elements was demonstrated via network maps.
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Palaskas, Chrysostomos. "Applying the Technology Integration Micro Model (TIMM) in higher education learning and teaching practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/325.
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Many of the models for the adoption and integration of ICT in higher education are situated within an institutional framework. These models can be viewed as supplementary discourses in the meta-narrative of educational change theory. Thus concerns about the process of adoption and implementation in Higher Education can be subsumed under the bigger topic of education change.
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Xakaza-Kumalo, Sheila. "Pedagogical issues arising from the introduction of educational technology at two South African universities of technology : a comparative study." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2644.
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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.Educational technology can improve teaching and learning in universities of technology in developing countries. Due to various factors, there is no readymade “one-size-fits-all” solution for facilitating the successful implementation of educational technology. Tedre, Apiola and Cronjé (2011) identified 100 educational, socioeconomic and technical attributes that can influence the successful integration of educational technology in developing regions. While exploring the issues arising from technology integration at two universities of technology, the aim of this research was to evaluate the effectiveness of Tedre, Apiola and Cronjé’s framework in order to contribute to its refinement. The central research question concerned the extent to which Tedre, Apiola and Cronjé’s framework was useful for a situational analysis at two South African universities of technology. The sub-questions concerned the framework’s ability to distinguish between the two universities on the one hand and on the other hand, the overlaps or shortcomings of the model as it assisted in describing those situations. The findings revealed that the two universities in this inquiry are not similar. Although the universities’ educational strategies and policies were very analogous, differences were found in the manner and approach to the implementation of educational technology. The pedagogical considerations for e-learning uptake in both universities corroborated with each other to a certain extent. The findings further showed that most of the educational factors that affect technology integration, and subsequent educational technology adoption, resonate with pedagogical issues found in other developing countries.
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Silva, Leonardo Florencio da. "Produção de material didático para ambientes virtuais de aprendizagem na educação a distância para o ensino superior." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21537.
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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-07T12:23:41Z
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Leonardo Florêncio da Silva.pdf: 35190693 bytes, checksum: e417a59f537fe58b1978aa8931e59920 (MD5)Made available in DSpace on 2018-11-07T12:23:41Z (GMT). No. of bitstreams: 1 Leonardo Florêncio da Silva.pdf: 35190693 bytes, checksum: e417a59f537fe58b1978aa8931e59920 (MD5) Previous issue date: 2018-09-11
The dissertation has no abstract
Esta pesquisa visa apresentar o processo de produção de material didático para ambientes virtuais de aprendizagem (AVA), na educação a distância (EaD), em uma instituição de ensino superior (IES). Reflete-se em torno de questões como: Quais são os elementos norteadores na elaboração de material didático digital para a EaD? Quais são as metodologias e processos dessa IES? Qual a contribuição que tais processos propiciam para além da realidade dessa IES? São apresentados elementos norteadores, tais como os instrumentos avaliativos e os referenciais de qualidade, que respaldam a prática da educação a distância no Brasil, no ensino superior, com reflexo no material didático. Com o avanço da pesquisa, foi possível perceber a presença e importância de teorias instrucionais e teoria multimídia, principalmente aplicadas aos objetos virtuais de aprendizagem, principal conteúdo do material didático
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Sternberg, Melina Adissi. "Mídia e educação na cibercultura: uma pesquisa sobre a escola e o desenvolvimento de competências midiáticas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21377.
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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-22T12:17:19Z
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Melina Adissi Sternberg.pdf: 604166 bytes, checksum: ecc41bb9db61ffe5b3945c7765992cd8 (MD5)Made available in DSpace on 2018-08-22T12:17:19Z (GMT). No. of bitstreams: 1 Melina Adissi Sternberg.pdf: 604166 bytes, checksum: ecc41bb9db61ffe5b3945c7765992cd8 (MD5) Previous issue date: 2018-08-06
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research is aimed at understanding the development of media skills in schools in the context of cybercultural dromocracy. The primary objective is to understand these skills and their links with the social, economic and media context of the school, as well as the perspective of valuing technology in this environment. The corpus of the research will consist of interviews with pedagogical coordinators of the Mater Dei School, a private teaching institution in the city of São Paulo. The school provides digital media for educational purposes as part of the execution of its educational policy project. Intended for the regular activities of all curricular components, digital media are intrinsically linked to students' school routine. In these cases, the development of media skills is at stake, and that’s the central focus of the research. This concept is understood as the sum of technical, practical and cognitive skills that covers both the use of the media and the critical understanding of macrossocial and mediatic processes. As a consequence of technological development, the social, cultural, economic and/or political contexts of life were eventually mediatized, a scenario in which the media permeate the development of contemporary society. In the same context, new models of construction and mediation of knowledge emerge, prompted by the imperative of cyberculture dromocracy in this mediatized capitalist structure. In this scenario, which justifies the need for an in-depth investigation, the research problem concerns how and to what extent the institution appropriates the discourse of competence and/or dromocracy in order to determine the development of media skills in the school system. As a methodological strategy, the interviews with educational managers at the Mater Dei School, as well as the mapping of the characteristics of the school system studied, are based on the following hypothesis: a school has learning objectives focused on the development of media skills, incorporated into the curriculum of pedagogical coordination and teachers, as a consequence of demands outside the school, such as the need to train students able to deal with digital technologies
A presente pesquisa está dedicada à compreensão do desenvolvimento de competências midiáticas em escolas no contexto da dromocracia cibercultural. O objetivo prioritário é a compreensão dessas habilidades e seus vínculos com o contexto socioeconômico e midiático da escola, bem como a perspectiva de valorização da tecnologia nesse ambiente. O corpus da pesquisa consistiu em entrevistas com coordenadores pedagógicos do Colégio Mater Dei, instituição particular de ensino da cidade de São Paulo. A escola disponibiliza mídias digitais para fins educacionais como parte da execução de seu projeto político-pedagógico. Destinadas as atividades regulares de todos os componentes curriculares, as mídias digitais estão, intrinsecamente, ligadas ao cotidiano escolar dos alunos. Está em jogo, neste caso, o desenvolvimento de competências midiáticas — foco central da Pesquisa. Entende-se por este conceito a soma das habilidades técnicas, práticas e cognitivas que abrangem tanto o uso das mídias quanto a compreensão crítica de processos macrossociais e midiáticos. Como consequência do desenvolvimento tecnológico, os contextos sociais, culturais, econômicos e/ou políticos de vida acabaram por ser midiatizados, cenário no qual os meios de comunicação perpassam o modo de desenvolvimento da sociedade contemporânea. No mesmo contexto, emergem novos modelos de construção e mediação do conhecimento, solicitados pelo imperativo da dromocracia cibercultural nessa estrutura capitalista midiatizada. À luz desse panorama, que justifica a necessidade de uma investigação aprofundada, a problemática da pesquisa diz respeito a como e em qual medida a instituição se apropria do discurso da competência e/ou da dromocracia, de modo a determinar o desenvolvimento de competências midiáticas no sistema escolar. Privilegiando, como estratégia metodológica, entrevistas com gestores educacionais no Colégio Mater Dei, bem como o mapeamento das características do sistema escolar estudado, esta Pesquisa se baseia na seguinte hipótese: a escola dispõe de objetivos de aprendizagem focados no desenvolvimento das competências midiáticas, incorporados ao currículo de forma objetiva pela coordenação pedagógica e pelos professores, em consequência de demandas externas à escola, como a necessidade de formação de alunos aptos a lidar com as tecnologias digitais
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Appiah, Edward. "An exploration of ICT for graphic design education at a public university: issues of ideation and pedagogy." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1339.
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Thesis submitted in fulfilment of the requirements for the degree
Doctor of Technology: Design
in the Faculty of Informatics and Design
at the Cape Peninsula University of TechnologyDesign education has been fundamentally changed by computers and new digital technologies. New ideas and new frontiers have emerged. Available literature shows ICT has revolutionalised design education through the online studio and blended learning. In response to the growing needs of ICT in design education, new courses are being designed, while collaborations on design projects are emerging owing to virtual design studios (VDS). Researchers in design, especially in professional architecture and engineering, believe that ICTs enhance the teaching and learning of design. The adoption of ICT at the various stages of problem solving has not yet been reflected in the teaching of graphic design, especially in idea development. In developing economies, in the recent past, more attention has been paid to graphic design pedagogy, as it particularly relates to using ICT in ideation. Using the ‘multi-method’ approach, the research captured both quantitative and qualitative approaches in a pragmatic paradigm. It explored how ICT has affected the teaching and learning of ideation in graphic design in a university in a developing country. This included investigating pedagogical models and paradigms that had informed graphic design education since the incorporation of ICT. It surveyed ICT methods and the players involved in graphic design education, and documented the everyday experiences of students and educators in the lecture rooms to obtain a more holistic impression of teaching and learning. Empirical evidence suggests considerable access to computer and ICT methods by students especially. Various perceptions on the use of ICT by students in ideation activities as far as graphic design education is concerned, and how ICT is informing ideation, were also captured through the data. The study revealed activity systems of ICT integration as something that created contradictions. The contradictions were characterised by activities of collaborations and uses of ICT by students on one hand, and lecturers on the other hand. There were significant revelations of the development of the graphic design processes of using ICT in ideation. Ultimately, they were revelations of complexity of the design process for which there were no precise and fixed formulas that bring together form, function, and context conditions, and which gave credence to the orientation of pragmatism in terms of epistemology to which the study ascribed from the beginning. The study therefore elicits a review of the pedagogy of graphic design, with constructivism becoming relevant in the teaching of ideation in graphic design education.
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Goble, Karin A. "Twenty-first century learning, technology, and the impact on student engagement." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013, 2013. http://hdl.handle.net/10133/3357.
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The purpose of this study was to investigate the relationship between twenty-first century instructional methods and student learning experiences. To do so, a typical and representative group of eight students was selected for qualitative interviews which ascertained student perception of their engagement in a typical New Media class. The study determined the perceived impact of a "student-centered instructional approach to video creation" on levels of student engagement in order to understand the nature of engagement and how they moved towards higher levels of independent learning. Transcripts of these interviews were used to identify a thematic structure of student perceptions of their engagement in a classroom where a "student-centered instruction approach to video creation" was used. Lastly, using the teacher's professional reflections, notes, and anecdotal reports from the class, students' stories of engagement were created to illustrate each unique journey toward self-engaged independence from the teacher's perspective. The results of this data pointed to three meta-themes. Meta-theme 1: Positive Relationships and Affective Climate, Meta-theme 2: Personalized, Student-centered Supported Independence, and Meta-theme 3: Accelerated Lift and Independent Learning.xiv, 371 leaves ; 29 cm
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Kaur, Juss Rani. "Out of school support for gifted and talented learners : an exploration of online discussion forums." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:76663abb-c521-497a-b58e-9bf878406cc3.
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This thesis explored the potential of engaging gifted and talented learners in an online community of inquiry promoted by the use of asynchronous discussion forums. It employed a mixed-method, case-study approach where non-participant observation of online interactions and focus group meetings with the tutors contributed to the qualitative analysis of how the members realised participation in the forums. Quantitative analysis of membership data and online questionnaire responses revealed member characteristics of the sample members and patterns of active (vocal and silent) participation. Analysis was inductive and interpretive, informed by an original synthesis of the theoretical perspectives of two theories: the online learning theory suggested by Garrison, Anderson and Archer (2000); and the cognitive and affective domains for learning skills, proposed by Bloom et al. (1956) and Krathwohl et al. (1964). Content analysis of over 3000 messages posted or read by approximately 4500 members revealed community-based and ability-based characteristics that enabled the group to deal with social stigma, co-construct knowledge and promote meta- learning skills. The study concluded that participation in online discussion forums held the potential to address several of the needs identified by research for gifted learners: The need for the company of like-minded and similar ability peers; the need to develop higher order thinking skills; and the need to become independent learners. In this online network, the gifted learners could receive communal support from other members and tutors who acted as 'mentors' and role models for honing interpersonal and thinking skills such that they were motivated to pursue their interests to their full potential.
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Waghid, Faiq. "Towards the democratisation of senior phase school science through the applicatin of educational technology." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85577.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in schools. In the main, this study shows that educational technology can contribute to the democratisation of science education in classrooms in relation to teaching contentious issues in the current life sciences school curriculum on three levels: firstly, learners and educators can experience enhanced levels of participation, collaboration and deliberation through Facebook; secondly, learners can construct personal learning contexts as a testament to the sense of autonomy they have (and can acquire) in learning about life sciences, particularly as they endeavour to nurture their critical and problem-solving skills, construct and apply life sciences knowledge, and integrate understandings of life sciences into the context of societal change; and thirdly, learners and educators can cultivate equal partnerships in the sense that equality refers to their insistence to „rupture‟ and „disrupt‟ pedagogical activities in the life sciences classroom. Finally, this study also reveals that critical teaching and learning in the life sciences classroom cannot be oblivious to poststructuralist thought on learning to think and act rhizomatically as opposed to hierarchically and linearly, and that exercising one‟s individual autonomy through a claim to intellectual equality can simply be pedagogical ingredients that can further enhance democratic science education in schools.
AFRIKAANSE OPSOMMING: In hierdie proefskrif doen ek verslag oor ‟n aksienavorsingstudie in verband met die demokratisering van wetenskaponderwys in ‟n Graad 10 lewenswetenskappe- klaskamer in ‟n plaaslike skool deur die toepassing van onderwystegnologie, meer spesifiek sosiale netwerkmedia soos Facebook. Ek argumenteer dat aksienavorsing vir sosiale geregtigheid met die ondersteuning van onderwystegnologie kan bydra tot die kultivering van kritiese onderrig en leer in die wetenskapklaskamer, wat dus bydra tot die demokratisering van wetenskaponderwys in skole. Hierdie studie bewys hoofsaaklik dat onderwystegnologie op drie vlakke kan bydra tot die demokratisering van wetenskaponderwys in klaskamers met verwysing na omstrede vraagstukke in die huidige lewenswetenskappe-skoolkurrikulum: eerstens kan leerders en opvoeders hoë vlakke van deelname, samewerking en beraadslaging deur Facebook ervaar; tweedens kan leerders persoonlike leerkontekste konstrueer as bevestiging van hulle sin van outonomiteit wat hulle bekom (en kan aanleer) deur leer oor die lewenswetenskappe, veral soos hulle poog om kritiese en probleemoplossingsvaardighede uit te bou, wetenskapskennis te konstrueer en toe te pas, en betekenisse van lewenswetenskappe in die konteks van sosiale verandering kan integreer; en derdens kan leerders en opvoeders gelyke verhoudings kweek in soverre gelykheid verwys na hulle aandrang daarop om pedagogiese aktiwiteite in die lewenswetenskappe-klaskamer te „verbreek‟ en te „ontwrig‟. Ten slotte wys hierdie studie dat kritiese onderrig en leer in die lewenswetenskappe-klaskamer nie onbewus kan wees van poststrukturalistiese denke oor die aanleer van risomatiese eerder as hiërargiese en liniêre denke en optrede nie, en dat die uitleef van individuele outonomie deur aanspraak te maak op intellektuele gelykheid die pedagogiese inspuiting kan wees wat benodig word om demokratiese wetenskaponderwys verder in skole te bevorder.
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Dorr, David L. "Enhanced learning performance in the middle school classroom through increased student motivation, by the use of educational software and question-based gaming technology." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5613/.
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The purpose of this research was to determine if the introduction of a competitive and collaborative computer-based gaming software system into middle school classrooms would result in improved attendance and grades, and motivate students to have a greater interest in their studies. This study was conducted over a 6 week period, with attendance and performance data being collected from 284 students. Two quantitative surveys were used to measure course interest and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). Participation in these surveys consisted of 84 students taking the CIS and 40 students taking the IMMS. The results indicated that the experimental group showed statistically better scores than the comparison group in attendance and performance. Students participating in the experimental group had significantly lower mean ranks of absenteeism compared to students in the comparison group. Results also revealed significant differences on grades. Students that were in the experimental group had significantly higher grades compared to students that were in the comparison group. Results of the CIS suggest that a statistically significant difference does not exist on Attention, Relevance, Confidence, and Satisfaction between the experimental and comparison groups. Results of the means and standard deviations for the IMMS Motivation Scores fell somewhere between Moderately true and Mostly true. This research study suggests that student's attendance and performance can be improved when quiz based gaming software that is both collaborative and competitive is used regularly in the classroom. However, for student's that participated in the gaming software, their interest in studying the subject doesn't appear to be significantly different from students that did not participate.
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Blackwell, Lindsey Diane. "The integration of information and communication technologies in the content areas and adolescent motivation." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4670.
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This study was designed to investigate the types of Information and Communication Technologies (ICTs) integrated into the content area classrooms of two local high schools, and whether the use of these ICTs motivated adolescent students to read and write in the content areas. The investigator created a student survey, student, teacher, and other support faculty interview protocols, and a classroom observation protocol to collect data for the study. The investigator faced several challenges which prevented her from spending adequate time in the schools. Due to these challenges, sufficient data was not obtained to form conclusions about the research questions. This thesis will present the review of literature, methodology, and plan for completing the study in the future.ID: 029050277; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2010.; Includes bibliographical references (p. 65-68).
M.Ed.
Masters
Department of Teaching, Learning, and Leadership
Education
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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.
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BibliographyThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed.
AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.
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Reams, Guy Mitchell. "Integrating distance learning technologies with information technology curricula: A solution for economic and workforce development at Mt. San Jacinto College." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2264.
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The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.
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Abdul, Samad Adlina. "An e-discourse framework for the qualitative analysis of inquiry-based web forums." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0147.
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Cox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.
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Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019.This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.
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Andrade, Tiago Pereira. "Desafios na educação juvenil: a aprendizagem fraturada." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21252.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
We observe a crisis of higher education in the contemporary world. The goal of this thesis is to investigate in literatures and statements about what we understand by education, learning, knowledge, and how we are dealing with the training of young people in an individualistic society, steeped in bureaucracy, digital and neoliberal. Some among the various challenges found in this crisis will be covered in this research: the overvaluation of reason and science to the detriment of other forms of learning in the world, such as the arts, the poetry, the feelings, the myths; the fragmentation of knowledge that contributes to the lack of a sense in education today; and also, the immediacy of information in a society conected in social networks by means of the gadgets (cell phones and laptops). All these challenges articulate in how knowledge is produced and question the contemporary role of the teacher, the student and all agents in the educational institutions. The results are obtained as an open system in a dialogue with images, poetry and ih the end with testimonials, in a transdisciplinary way
Observamos uma crise da educação superior no mundo contemporâneo. O objetivo desta tese é investigar em literaturas e depoimentos o que entendemos por educação, aprendizagem, produção de conhecimento e como estamos lidando com a formação de jovens em uma sociedade individualista, imersa nas burocracias, digitalizada e neoliberal. Alguns desafios, dentre os diversos encontrados nessa crise, serão abordados nesta pesquisa: a supervalorização de um conceito de razão e da ciência em detrimento das outras formas de aprendizagem do mundo, como as artes, a poesia, os sentimentos, os mitos; a fragmentação dos saberes, que contribui para a falta de um sentido na educação dos dias de hoje; e também a instantaneidade das informações em uma sociedade conectada às redes sociais por meio dos gadgets (telefones celulares e computadores portáteis). Todos esses desafios se articulam na forma como o conhecimento é produzido e questionam o papel contemporâneo do professor, do estudante e de todos os agentes nas instituições de ensino. Os resultados são obtidos como um sistema aberto de conhecimento, dialogando com imagens, poesias e, ao final, com depoimentos, de uma forma transdisciplinar
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Kolbe, Junior Armando. "A mediação pedagógica em ambientes enriquecidos com a tecnologia em um curso a distância de pedagogia." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2743.
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A sociedade humana tem-se destacado pela sua capacidade de alterar o meio em que está inserida. As constantes descobertas e as inovações têm caracterizado a história da humanidade na sua interação com a natureza e com o meio social. A progressiva evolução das Tecnologias da Informação e Comunicação (TIC) são cada vez mais visíveis e tem sido uma constante, provocando mudanças em todos os segmentos da sociedade e, consequentemente, na escola. Na Educação a Distância (EaD), as TIC desempenham papel fundamental como recurso pedagógico no processo de ensino/aprendizagem, no dia a dia dos professores e dos alunos. Apesar desse papel fundamental, essa situação traz em seu bojo desafios para instituições, professores e alunos, criando, com isso, cada vez mais necessidades e expectativas, pois novas formas de ensinar e aprender emergem nesse cenário. Tanto o professor formador quanto o futuro profissional da Educação necessitam dominar e se apropriar de recursos para poder inovar a prática pedagógica, uma vez que o uso das TIC e dos Ambientes Enriquecidos com as Tecnologias (TELE) na Educação exige mais do que habilidade técnica. É preciso, portanto, estudar quais são as recomendações para que os docentes utilizem essas tecnologias, integrando-as ao cotidiano de sua prática pedagógica. O objetivo deste estudo foi analisar como os professores do curso de Pedagogia na modalidade EaD em uma instituição particular integram as TIC na formação dos futuros pedagogos. A pesquisa é qualitativa, de natureza interpretativa. A técnica utilizada para a coleta de dados foi a entrevista individual semiestruturada. A seleção da amostra dos entrevistados seguiu a estratégia bola de neve, e a amostra final constituiu-se de 13 professores (de um total de 36) do curso de Pedagogia na modalidade EaD. Os principais resultados do estudo foram: a valorização do saber científico nas ações dos professores formadores; a importância de saber operacionalizar as TIC, no que diz respeito às adequação de seus procedimentos pedagógicos, desenvolvidos pelos professores em suas práticas profissionais; a habilidade na utilização das TIC de maneira a não privilegiar unicamente as metodologias tradicionais de ensino; a importância de se utilizar as TIC para a formação de professores e a necessidade da formação continuada dos professores que venham a proporcionar experiências pedagógicas inovadoras.Human societies are distinguished by their ability to change the environment in which they are inserted. Constant findings and innovations have marked the history of humankind in its interaction with nature and the social environment. The continuous evolution of Information and Communication Technologies (ICTs) is increasingly evident and has been a constant, fostering changes in all segments of society and, consequently, in schools. In distance learning (DL), ICTs play a fundamental role as pedagogical resources in the teaching/learning process and in the daily practice of teachers and students. This situation, however, also brings challenges to institutions, teachers and students, thus creating more and more needs and expectations, as new ways of teaching and learning emerge in this scenario. Both the college professor and the future education professional need to master and appropriate resources to innovate their pedagogical practice, as the use of ICTs and Technology-Enhanced Learning Environments (TELE) in education requires more than technical skill. Therefore, it is essential that we study what are some of the recommendations for using these technologies and integrating them into the teachers’ daily pedagogical practice. The objective of this study was to analyze how professors of an undergraduate program in education in DL modality from a particular institution integrate ICTs into the training of future education professionals. This research is qualitative and interpretive in nature. Semi-structured individual interviews were the methodology chosen for data collection. Interviewees were sampled following the snowball strategy, and the final sample consisted of 13 professors (out of a total 36) from an undergraduate program in education in DL modality. The main results observed from the study were: how the actions of college professors have given greater value to scientific knowledge; the importance of knowing how to integrate ICTs regarding the adequacy of the pedagogical procedures developed by professors in their professional practices; the skill to use ICTs in a way that does not focus solely on traditional teaching methodologies; the importance of using ICTs for teacher training; and the need for continued training so that teachers are able to provide innovative pedagogical experiences.
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Bastos, Arion. "O papel da universidade no sistema paranaense de inovação de 2005 até 2015: o caso da UTFPR." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2820.
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A universidade apresenta um histórico metódico na contribuição para avanço do conhecimento e da tecnologia no quadro econômico e social de um país, por meio do ensino, da pesquisa e da extensão. O conhecimento gerado por meio destas pesquisas entre estudantes e pesquisadores pode promover a interação com vários atores, entre eles governo e empresas, ocasionando a transferência da tecnologia gerada na universidade para o mercado. Uma das principais práticas da política científica e tecnológica de vários países tem ocorrido no incentivo à criação de um ambiente de troca de conhecimento entre empresas e instituições de pesquisa públicas e privadas. O objetivo geral deste estudo foi verificar o papel da Universidade Tecnológica Federal do Paraná no sistema regional de inovação no período de 2005 até 2015 por meio da interação da UTFPR com as empresas considerando as políticas nacionais e paranaenses. Esta pesquisa se caracteriza por ser aplicada, descritiva e qualitativa, baseada no estudo de caso da UTFPR. Os dados primários foram levantados a partir de um questionário adaptado, com base nas questões aplicadas pelo FORMICT, para ser respondidos pelos Núcleos de Inovação Tecnológica da UTFPR. Os dados secundários foram coletados em materiais científicos e institucionais. Os resultados encontrados mostram que apesar da UTFPR ser uma universidade jovem, com 12 anos, é uma Universidade importante para o Sistema Regional de Inovação do Estado do Paraná. Tais conclusões são baseadas no fato de que os resultados apresentados no INPI, CNPq, PINTEC e FORMICT são expressivos com relação ao desempenho dos grupos de pesquisa, contratos de estágio, quantidade de egressos empregados, qualificação profissional, apoios tecnológicos, número de clientes atendidos e os pedidos de propriedade intelectual.The university presents a methodical history in contributing to the advancement of knowledge and technology in a country's economic and social context through teaching, research and extension. The knowledge generated through these surveys between students and researchers can promote interaction with several actors, including government and companies, causing the transfer of the technology generated in the university to the market. One of the main practices of scientific and technological policy in several countries has been in encouraging the creation of an environment of knowledge exchange between companies and public and private research institutions. The general objective of this study was to verify the role of the Federal Technological University of Paraná in the regional innovation system in the period from 2005 to 2015 through the interaction of UTFPR with companies considering the national and paranaenses policies. This research is characterized by being applied, descriptive and qualitative, based on the case study of UTFPR. The primary data were collected from an adapted questionnaire, based on the questions applied by FORMICT, to be answered by UTFPR's Technological Innovation Centers. Secondary data were collected on scientific and institutional materials. The results show that although UTFPR is a young university, with 12 years, it is an important University for the Regional Innovation System of the State of Paraná. These conclusions are based on the fact that the results presented in INPI, CNPq, PINTEC and FORMICT are expressive in relation to the performance of research groups, internship contracts, number of graduates, professional qualification, technological support, number of clients served and Applications.
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Liu, Kai-sheung Bonnie, and 廖繼嫦. "The impact of the use of information technology on teachers: a survey of IT pilot schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961381.
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Stewart, Gail. "Teachers’ Concerns and Uses of iPads in the Classroom with the Concerns-based Adoption Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804876/.
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The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the Concerns-Based Adoption Model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the Concerns-Based Adoption Model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. The CBAM model was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. A teacher’s inclination and skill to use a new technology with their students varies considerably within a school and different approaches are observed across subject areas such as English, math, science, and history. When the Concerns-Based Adoption Model is used in organizational change, teacher concerns are revealed, which leads to finding opportunities for intervention and support by change facilitators who help individuals progress in the adoption of an innovation.
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Chan, Cheng Cheng. "The influence of computer-mediated communication on English learning motivation." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456361.
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Flores, Viviane. "Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20347.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research is developed in the Postgraduate Program in Education: Curriculum, line of research New Technologies in Education of the Pontifical Catholic University of São Paulo. It is based on the analysis of the contemporary educational scenario, where elementary schools, especially in major urban centers, have been increasingly investing in technological infrastructure, making such resources accessible to be used in learning situations. The objective of this research was to identify the use of these technological resources in the learning of students from 6th to 9th grade of the elementary years in three private schools in the state of Sao Paulo relating the uses of ICTs to the appropriation levels of technology described by Pasinato (2011) and understanding the infrastructural dimensions of the school, records of school documents and utilization of the technological resources by teachers and school managers. Qualitative methodology was used through documentary analysis, semistructured interviews and the observation of school environments to relate the data to the levels of appropriation in technology and to the concept of innovative project from Masetto (2004). The collected data showed that school projects have been innovative when related to the different levels of appropriation of ICTs identified in the dimensions analyzed in each school, and that the role of school managers is key in the training of teachers for using technologies for learning. It is important to note that the study pointed out that the technological infrastructure of schools favors the use of technologies in pedagogical activities, managers are at a level of ownership that is different from that of teachers and that, although they use technology on a daily basis, this use and intentionality are not reflected in school documents such as the PPP or teaching plans. The greatest pedagogical use verified is related to teaching planning and learning management through the usage of digital educational platforms, which allows at the same time the extension of school activities to parents and family, greater school-family communication, record and performance of student activities
Esta pesquisa é desenvolvida no Programa de Pós-graduação em Educação: currículo, linha de pesquisa Novas Tecnologias na Educação da Pontifícia Universidade Católica de São Paulo. Parte da análise do cenário educacional contemporâneo, em que as escolas de ensino fundamental, em especial dos grandes centros urbanos, têm investido em infraestrutura tecnológica de um modo crescente, tornando os recursos acessíveis para o uso em situações de aprendizagem. O objetivo desta pesquisa foi de identificar o uso desses recursos tecnológicos na aprendizagem de estudantes de 6º ao 9º ano do Ensino Fundamental em três escolas da rede privada do estado de São Paulo, relacionando os usos das TDIC aos níveis de apropriação de tecnologia descritos por Pasinato (2011) e compreendendo as dimensões de infraestrutura da escola, registros nos documentos escolares e utilização dos recursos tecnológicos pelos docentes e gestores escolares. Utilizou-se metodologia qualitativa por meio da análise documental, entrevistas semiestruturadas e a observação dos ambientes escolares para relacionar os dados aos níveis de apropriação em tecnologia e ao conceito de projeto inovador de Masetto (2004). Os dados coletados indicam que os projetos escolares têm sido inovadores quando relacionados aos diferentes níveis de apropriação das TDIC identificados nas dimensões analisadas em cada escola, e que o papel dos gestores escolares é fundamental na formação de docentes para um uso das tecnologias para a aprendizagem. É importante pontuar que o estudo apontou que a infraestrutura tecnológica das escolas favorece o uso das tecnologias em atividades pedagógicas, os gestores encontram-se em um nível de apropriação distinto ao dos professores e que, embora façam uso cotidiano das tecnologias, esse uso e sua intencionalidade não estão refletidos nos documentos escolares, como o PPP e planos de ensino. A maior utilização pedagógica verificada relaciona-se ao planejamento docente e gestão da aprendizagem por meio do uso de plataformas digitais educacionais, que permite a um só tempo, a extensão das atividades da escola aos pais e familiares, a maior comunicação escola-família, ao registro e realização de atividades dos alunos
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Rocha, Rozane de Fátima Zaionz da. "A tecnologia no processo ensino-aprendizagem na percepção dos professores das escolas de tempo integral da rede pública municipal de Curitiba." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3098.
Full textAbstract:
O objetivo do estudo foi analisar o papel da tecnologia no processo ensino e aprendizagem, na percepção dos professores das escolas de tempo integral da rede pública municipal de Curitiba. A revisão da literatura discute conceitos do determinismo e da Teoria Crítica e as implicações dessas teorias para a sociedade e estudos na área; discute a escola e a tecnologia, ou seja, a escola como elemento participante da sociedade consumidora e produtora de tecnologias; a formação de professores para o uso das novas tecnologias com os alunos e questões relacionadas às escolas que ofertam ampliação do tempo de permanência/dia nesse ambiente. A metodologia utilizada foi o delineamento misto sequencial exploratório composto de duas fases: uma primeira fase com abordagem qualitativa e uma segunda fase com abordagem quantitativa. A escolha da abordagem qualitativa para iniciar o estudo se deu em virtude de ser uma abordagem oportuna para explorar com mais profundidade situações cotidianas em um novo contexto. A técnica de coleta de dados foi a entrevista individual semiestruturada (conversação gravada e depois transcrita, tendo apenas um roteiro inicial com perguntas abertas) realizada com quinze professores de diferentes escolas localizadas em oito regionais no município de Curitiba. Da análise dos dados emergiram quatro categorias: formação de professores – inicial e continuada; uso da tecnologia em sala de aula; dificuldades encontradas pelos professores no uso da tecnologia e também as implicações da tecnologia nas escolas de tempo integral. Na segunda fase foi utilizado a pesquisa descritiva do tipo levantamento quantitativo. A opção em realizar uma fase quantitativa foi permitir a análise em dimensão maior que na abordagem qualitativa. A amostra foi composta de duzentos e dez professores que ministram aulas em escolas de tempo integral em oito regionais do município de Curitiba. O instrumento de coleta de dados foi um questionário constituído por um conjunto de escalas de dois a cinco pontos do tipo Likert para avaliar diferentes aspectos da utilização da tecnologia no contexto das escolas de tempo integral. Os itens para a elaboração do questionário emergiram da análise dos resultados obtidos na primeira fase do estudo. O instrumento foi validado por especialistas da área e testado em estudo-piloto com trinta e cinco professores de trinta e cinco escolas de tempo integral. A partir deste processo, o questionário final constituiu-se de cinco blocos que trataram sobre a formação inicial dos professores, apropriação da tecnologia, confiança dos professores na tecnologia, estrutura das escolas e frequência das atividades baseadas na tecnologia. Os dados quantitativos foram submetidos à análise estatística descritiva (distribuição de frequência, média e desvio padrão), análise não-paramétrica (Kruskal-Wallis e Mann-Whitney), comparação de escores médios, análise fatorial e análise Multivariada de Variância – (MANOVA - Multiple Analysis of Variance). Os principais resultados mostraram que a formação inicial dos professores sofreu mudanças históricas no tempo e no espaço. Em relação à formação continuada, as evidências mostraram que os temas trabalhados nos cursos oferecidos pela mantenedora não se articulam com o tema tecnologias, ou seja, são abordados separadamente. Os dados também mostraram que há divergência entre os professores no que diz respeito ao uso da tecnologia nas escolas de tempo integral, pois há professores que consideram que os alunos matriculados em tempo integral têm mais acesso às tecnologia, como também, demonstram apresentar melhor oralidade e argumentação em relação aos alunos que ficam em tempo regular. Outros professores consideram que a ampliação da jornada diária não implica maior acesso à tecnologia e melhor desempenho no processo ensino-aprendizagem. As diferentes percepções dos professores sobre o processo ensino-aprendizagem dos alunos das escolas de tempo integral mostraram também que a ampliação de tempo em que as crianças ficam na escola não traz implicações relevantes para a aprendizagem.The objective of the study was to analyze the role of Technology in the teaching and learning process according to the perception of teachers of full-time schools from the public municipal network of Curitiba. The theoretical framework of this study was based on Determinism and in Critical Theory, as well as on the implications of these theories for society; it also discusses the school and the technology, i.e., the school as a participant element of the technology producing and consuming society; the training of teachers for the use of new technologies with students and issues related to schools that offer extension of the time of permanence/day in this environment. The methodology used was the exploratory sequential mixed design consisting of two phases: a first phase with a qualitative approach and a second phase with a quantitative approach. The qualitative approach was chosen to start the study for being a timely approach to explore in more depth situations in a new context. The technique for data collection was a semi-structured individual interview (conversation recorded and then transcribed, featuring only one initial roadmap with open questions) performed with fifteen teachers from different schools located in eight regional boards in the municipality of Curitiba. From the data analysis, four categories emerged: teacher training - initial and continuing; the use of technology in the classroom; the difficulties faced by teachers in using the technology and also the implications of technology in full-time schools. In the second phase, a descriptive research of the quantitative survey type was used. The option to perform a quantitative phase was to allow the analysis in a larger scale than the qualitative approach. The sample was composed of two hundred and ten teachers, who teach classes in full-time schools, from eight regional boards of the municipality of Curitiba. The data collection instrument was a questionnaire consisting of a set of five-point scales of the Likert type to assess the different aspects of the use of technology in the context of full-time schools. The items to prepare the questionnaire emerged from the analysis of the results obtained in the first phase of the study. The instrument was validated by experts in the field and tested in a pilot study with thirty-five teachers from thirty-five different full-time schools. From this process, the final questionnaire consisted of five blocks that dealt with the initial training of teachers, appropriation of technology, teachers' confidence in the technology, school structure and the frequency of activities based on technology. The quantitative data was then submitted to descriptive statistical analysis (distribution of frequency, mean and standard deviation), non-parametric analysis (Kruskal-Wallis and Mann-Whitney), comparison of means scores, factor analysis and MANOVA - Multiple Analysis of Variance. The main results showed that the initial training of teachers has undergone historic changes in time and space. In relation to continuing training, the evidence showed that the topics addressed in courses offered by the maintainer do not articulate with the technologies topic, i.e., they are addressed separately. The data also showed that there is disagreement among teachers with respect to the use of technology in full-time schools, since there are teachers who believe that students that are enrolled in full-time programs have more access to technology, as well as display greater speaking and argumentation skills when compared to those under standard- time programs. Other teachers believe that the extension of daily hours does not imply greater access to technology and improved performance in the teaching and learning process. The different perceptions by part of teachers in regards to the teachinglearning process of students from full-time schools have also shown that the extension of time in which children remain in school does not bring relevant implications in learning.
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Bihi, Keabetswe Jenifer. "An impact assessment on in-service training programmes offered to computer application technology educators in secondary schools in the Free State province." Thesis, Bloemfontein: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/265.
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Thesis (Master in Education) - Central University of Technology, Free State, 2014It is generally believed that Information Communication Technologies can extend knowledge and education to poor and marginalised people in South Africa. However, African countries still face many challenges in trying to provide appropriate and sustainable solutions for improving education and skills that will support the development of educators in all communities; this can be viewed in light of the millennium developmental goal. Thus the Department of Education put measures in place to bridge the gap in knowledge, skills and understanding of Computer Application Technology (CAT) educators through the provision of in-service training (INSET) programmes. The research study aimed at assessing the impact of in-service training programmes offered to CAT educators in Secondary Schools in the Free State province. The study made use of a survey and an evaluation research design. The target population for this study was all Further Education and Training (FET) Phase educators in all secondary schools in the Free State Province. A self-constructed questionnaire was used to collect both qualitative and quantitative data. The study revealed that the INSET programme still needs to improve on its content relevance to syllabus and it should provide educators with skills in dealing with the challenge of teaching learners with disabilities. The majority of educators were satisfied with the INSET programme as they indicated that it assisted in enhancing their skills and content knowledge; they further indicated that it gave them motivation to go into classrooms and teach. One educator quoted “I am now able to make some functions that usually gave me headaches. It greatly changed and developed the knowledge I had”. This indicates that the challenges that were experienced in classrooms were also met. It can thus be concluded that the INSET programmes did have a positive impact to the skills and challenges that educators experienced. That the study did achieve its v goal which was to assess the impact of INSET programs for CAT educators in the Motheo District, Free State province.
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Fabri, Fabiane. "O ensino de ciências nos anos iniciais do ensino fundamental sob a ótica CTS: uma proposta de trabalho diante dos artefatos tecnológicos que norteiam o cotidiano dos alunos." Universidade Tecnológica Federal do Paraná, 2011. http://repositorio.utfpr.edu.br/jspui/handle/1/3208.
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Acompanha: Guia didático para a elaboração de atividades envolvendo o ensino de ciências nos anos iniciais partindo do bloco temático Recursos Tecnológicos propostos pelos PCN dentro de uma abordagem CTSO objetivo desse estudo foi proporcionar aos alunos do 2º ano do 2º ciclo da rede municipal de ensino da cidade de Ponta Grossa uma alfabetização científica e tecnológica, numa abordagem CTS (Ciência, Tecnologia e Sociedade), partindo do eixo temático Recursos Tecnológicos proposto pelos Parâmetros Curriculares Nacionais. Para esse estudo buscou-se contemplar reflexões sobre a ciência, o cientista, o lixo tecnológico, as sacolas plásticas, e as fontes de energia. Vários autores fundamentam esse estudo como Krasilchick (1987), Delizoicov (2002), Cerezo (2002), Chassot (2004), Cachapuz (2005), Bizzo (2008), Fracalanza (2008), Bazzo (2009) entre outros. A linha metodológica desse trabalho foi a qualitativa de natureza interpretativa com observação participante. As técnicas de coleta de dados foram a observação, anotações em diário de campo, gravações em áudio e vídeo transcritas na íntegra, questionários com perguntas abertas, fotografias e atividades escritas realizadas pelos alunos. Inicialmente foram verificadas as concepções prévias dos dezesseis (16) alunos em relação à temática apresentada, o que possibilitou o direcionamento das atividades que foram desenvolvidas. Dentre as atividades organizadas pode-se citar: a visita a uma cooperativa de reciclagem, entrevista com um cientista, apresentações de mini-aulas pelos alunos, confecção de folders, produções escritas, bem como uma Feira Tecnológica onde os alunos realizaram exposições para a comunidade escolar. Ao final do estudo, percebesse que embora os alunos já consigam fazer algumas reflexões sobre as questões sociais do desenvolvimento científico e tecnológico, é necessário que essas reflexões continuem ocorrendo durante a sua vida escolar, pois se acredita que só dessa forma a postura reflexiva acerca da Ciência e da Tecnologia será internalizada. Como produto final desse estudo foi elaborado um guia didático com o desenvolvimento das atividades realizadas na área de Ciências para os anos iniciais.
The aim of this study was to provide students of 2nd year 2nd cycle of the municipal school of Ponta Grossa a scientific literacy and technological approach STS (Science, Technology and Society), based on the thematic Technology Resources proposed by the Parameters National Curriculum. For this study we sought to include reflections on science, scientist, technological waste, plastic bags, and energy sources. Several authors have based this study as Krasilchick (1987), Delizoicov (2002), Cerezo (2002), Chassot (2004), Cachapuz (2005), Bizzo (2008), Fracalanza (2008), Bazzo (2009) among others. The methodological approach of this study was qualitative in nature interpretation with participant observation. The techniques of data collection were observation, notes in field diary, audio and video recordings transcribed verbatim, questionnaires with open questions, photos and writing activities undertaken by pupils. Initially, we checked the preconceptions of the sixteen (16) students in relation to the issue presented, which allowed the targeting of activities that have been developed. Among the organized activities can include: a visit to a recycling cooperative, interview with a scientist, mini-lesson, presentations by students, making folders, written production, as well as a technology fair where students made presentations to the community school. At the end of the study, it is noticed that although students already able to make some reflections on the social issues of scientific and technological development, it is necessary that these considerations continue to occur during their school life, it is believed that only this way the reflective stance on Science and Technology will be internalized. As a final product of this study was developed with a didatic guide the development of activities in the area of Sciences for the initial years.
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Awidi, Isaiah T. "E-learning implementation strategies for an ICT-challenged environment : case of the University of Ghana, Legon." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/573.
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E-learning implementation in higher education continues to gain prominence in both developed and developing countries, and while most universities in ICT-rich environments are exploring different ways of using ICT and multimedia resources to enhance teaching and learning, the same cannot be said about ICT-challenged environments. Nevertheless, the question of successful and sustainable e-learning implementation continues to remain a challenge, particularly in ICT-challenged environments.
The primary purpose of this research was to examine policy and strategy issues that have influenced the process of e-learning implementation at the University of Ghana (UG), given that previous ICT and e-learning initiatives failed to improve teaching and learning. The argument underlying this research is that successful e-learning is based on an institution’s capacity and how effectively the available resources are mobilised, coordinated and managed to develop skills and competencies. Synthesising the theoretical models of Rogers’ Diffusion of Innovation Adoption Model (2003), Collis and Moonen’s 4-E model (2001), and other institutional experiences of e-learning implementation, this thesis argues that there are three thematic domains (Institution, People, and Technology) that e-learning implementation must focus on.
The results of this research show that acquiring technology infrastructure, organising workshops, and asking users to accept and adopt e-learning is not enough to promote and achieve a successful e-learning implementation. Policies, objectives, and strategic level checklists are critical for success using the framework developed in this thesis for ICT-challenged environments.
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Van, Wyk Byron Jay. "E-trust: a building block for developing valuable online platforms in Higher Education." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1852.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Technology Design
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology
Supervisor: Prof J Messeter
Cape Town, 2013The aim of this research project was to provide an answer to the question: “How can an understanding of online trust be used to build valuable online applications in Higher Education?” In order to present an answer to this question, a literature survey was conducted to establish: • An understanding of the phenomenon of online trust • What the factors are that influence a loss of trust in the online environment The literature survey highlighted several factors that influence a loss of trust in the online environment, called trust cues. These factors, however, were often tested within the E-commerce environment, and not in organization-specific contexts, such as online platforms in use in Higher Education. In order to determine whether or not these factors would influence the development of trust in context-specific environments, the author of this research grouped the indentified trust factors into three focus areas, i.e. content, ease of use, and navigation. These factors were then incorporated into a series of nine different prototypes. These prototypes were different versions of a particular online platform currently in use at the Cape Peninsula University of Technology (CPUT). The prototypes were tested over a three week period, with certain staff members at the institution in question recruited as test participants. During each week of user observations, a different focus area was targeted, in order to establish the impact that it would have on the perceived trustworthiness of the platform in question. User observations were conducted while test participants completed a standard process using the various prototypes. Semi-structured interviews were also conducted while participants completed the specific process. Participants were asked to evaluate each screen in the process according to its perceived trust worthiness, by assigning a trust level score. At the completion of the three rounds of user observations, in-depth interviews were conducted with test participants. The participants’ trust level scores for each prototype were captured and graphed. A detailed description for the score given for a particular screen was presented on each graph. These scores were combined to provide an analysis of the focus area tested during the specific round. After the three rounds of user observations were completed, an analysis of all the trust factors tested were done. Data captured during interviews were transcribed, combined with feedback received from questionnaires, and analysed. An interpretation of the results showed that not all trust factors had a similar influence in the development of trust in the online platform under investigation. Trust cues such as content organization, clear instructions and useful content were by far the most significant trust factors, while others such as good visual design elements, professional images of products, and freedom from grammatical and typographical errors had little or no impact in the overall trustworthiness of the platform under investigation. From the analysis done it was clear that the development of trust in organization-specific contexts is significantly different than developing trust in an E-commerce environment and that factors that influence the development of trust in one context might not always be significant in another. In conclusion, it is recommended that when software applications are developed in organization-specific contexts, such as Higher Education, that trust factors such as good content organization, clear instructions and useful content be considered as the most salient. Organization-specific contexts differ quite significantly in that the users of these systems often convey a certain degree of trust toward the online platforms that they work with on a daily basis. Trust factors that are geared toward developing an initial or basic trust in a particular platform, which is often the case with first time users engaging in an E-commerce platform, would therefore not be as significant in the development of a more developed level of trust, which is what is needed within the development of organization-specific online platforms.
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Schatzke, Sheila Erin. "A Validation Study of the Triple E Rubric for Lesson Design: A Measurement Tool for Technology Use in the Classroom." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505198/.
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This validation study examined the Triple E Rubric for Lesson Design as a measurement tool to test the effectiveness of a lesson when using technology to support learning goals. This study also measured the content and concurrent validity as well as reliability of the Triple E Rubric developed by Liz Kolb.
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Coutinho, Laudicéia Rocha. "Integrando música e química: uma proposta de ensino e aprendizagem." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1270.
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Acompanha: Material didático, p. 117A música está presente atualmente no ambiente escolar, principalmente, por meio do uso de dispositivos móveis (smartphone, aparelho celular, MP3, MP4) pelos estudantes. Este trabalho de mestrado foi desenvolvido por se acreditar que a música possa ser usada em atividades de ensino para o processo de ensino aprendizagem em Química. Espera-se que esse estudo possa contribuir para a construção de um processo de ensino de Química significativo. Para tanto, a primeira etapa foi conhecer com maior profundidade as contribuições da música para o ensino por meio de um estudo sobre a inter-relação Química e Música. Publicações recentes das duas áreas serviram como base de investigação sobre cognição musical. A pesquisa em artigos de periódicos nacionais e internacionais referentes às áreas de Ensino de Química e Música também compôs os alicerces do estudo. Assistiu-se a palestras relacionando os temas ensino aprendizagem, música, afetividade, tecnologias e cognição, os quais se constituíram de orientação na busca para ampliar os conhecimentos da cognição musical e fazer a transposição didática desse conhecimento para o ensino aprendizagem em Química. Para que a voz de professores e estudantes fizesse parte desse estudo, questionários foram aplicados a alunos e professores de escolas públicas do estado do Paraná com o intuito de verificar como eles percebem as tecnologias, em especial o aparelho celular, no ambiente escolar e como professores e estudantes percebem a música o ensino de Química. Dessas investigações, foi possível perceber que a música pode ser uma estratégia para o ensino aprendizagem em Química, pois motiva o estudante a se engajar no processo de construção do conhecimento, apresentando muitas possibilidades de uso como estratégia didática. Essas possibilidades incluem a construção de paródias e músicas originais - favorecendo a aprendizagem significativa, a análise de letras de músicas nacionais e internacionais - possibilitando a interdisciplinaridade, a realização de jogos e brincadeiras musicais - que favorecem a afetividade entre discente e docente e entre discentes. Para que o resultado desse trabalho pudesse efetivamente ser utilizado pelos professores, facilitando a elaboração de suas aulas, foram produzidas atividades de ensino divulgadas por eio de um site da internet, que pode ser acessado por computadores, tablets e smartphones, para que professores e estudantes possam empregar essas ferramentas didáticas, utilizando as músicas no processo de ensino aprendizagem em Química.
The music is currently present in the school environment, mainly through the use of mobile devices (Smartphone, mobile phone, MP3, MP4) by students. This master thesis was developed because we believe that music can be used in educational activities for the teaching learning process in chemistry. It is hoped that this study will contribute to building a significant Chemistry teaching process. Therefore, the first step was to seek to know more deeply the contributions of music for teaching through a study of the interrelationship Chemistry and Music. Recent publications of the two areas were the basis of research on music cognition. The research articles in national and international journals on the areas of Chemistry and Music Education also composed the foundations of the study. Lectures relating the themes education learning, music, affection, technologies and musical cognition were assisted and consisted of guidance in seeking to increase their knowledge of music cognition and make the didactic transposition of this knowledge for the teaching and learning in chemistry. So that the voice of teachers and students were part of this study, questionnaires were administered to students and teachers of public schools in the state of Paraná in order to verify how they perceive technologies, especially mobile device, at school and how teachers and students perceive music in teaching Chemistry. These investigations, it was revealed that music can be a strategy for teaching and learning in chemistry because motivates the student to engage in the process of knowledge construction, with many possibilities of use as a teaching strategy. These possibilities include building parodies and original songs - favoring the significant learning, analysis of letters of national and international music - enabling interdisciplinary, playing games and music games - that favor the affection between students and teachers and between students. For the outcome of this work could be used effectively by teachers, facilitating the development of their classes, teaching activities were produced publicized through a web site that can be accessed by computers, tablets and smartphones, for teachers and students can employ these teaching tools using the songs in teaching and learning in chemistry.
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Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.
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Kobs, Fabio Fernando. "Os possíveis efeitos do uso dos dispositivos móveis por adolescentes: análise de atores de uma escola pública e uma privada." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2768.
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CAPES; Fundação AraucáriaEsta pesquisa teve como objetivo geral levantar os possíveis efeitos pelo uso dos dispositivos móveis por adolescentes principalmente no convívio familiar e no aprendizado. Foi desenvolvida em um grupo de alunos, de pais e de professores de dois colégios, sendo um público, localizado em Curitiba, estado do Paraná, e outro privado, localizado na cidade de São Bento do Sul, estado de Santa Catarina. Para a realização do estudo, considerou-se os objetivos específicos: i) levantar os prováveis benefícios e os prováveis riscos oriundos da utilização dos dispositivos móveis; ii) investigar as variáveis com potencial de alterar o convívio do adolescente na família e na escola; e iii) analisar o possível efeito dos dispositivos móveis nos adolescentes, considerando seu convívio familiar e seu rendimento escolar. A pesquisa, quanto à natureza e a finalidade prática, foi descritiva, e no ponto de vista de seu propósito, foi predominantemente explicativa; o estudo empregou a concepção do levantamento na forma de abordagem do problema, e a metodologia empregada para o tratamento dos dados foi de métodos mistos. A pesquisa empregou a amostragem estratificada e a amostragem intencional; e para cada estrato utilizou-se a amostragem aleatória simples. A aplicação dos questionários no colégio público foi para 85 alunos, 24 pais e 9 professores; e no colégio privado foi para 76, 26 e 11 respectivamente. O estudo indicou que os efeitos da mediação dos dispositivos móveis convergem maiormente para determinados aspectos negativos do que para aspectos positivos. Os principais benefícios apontados foram: uso para pesquisas; lazer; comunicação; aprendizagem por videoaulas; acesso à informação e compartilhamento de conteúdo educacional. Especialmente no que tangem aos riscos provenientes da intensidade e da forma na utilização dos dispositivos móveis, como a tendência dos dispositivos em despertar o sedentarismo e os riscos ligados à saúde sobretudo dos adolescentes, ligados à postura, à visão, à audição e ao sono. Além disso, existem os riscos com a radiação emitida pelos dispositivos móveis e com o descarte incorreto dos dispositivos móveis em desuso. Ainda, o estudo apontou que um maior uso dos dispositivos móveis, refletiu em uma ligeira redução na nota, motivado pelo pouco aproveitamento dos dispositivos no processo de ensino-aprendizagem.
This research had as general objective to raise the possible effects using the mobile devices by adolescents mainly in family life and learning. It was developed in a group of students, parents and teachers of two high schools, one public, located in Curitiba, Paraná state, and another private, located in the city of São Bento do Sul, Santa Catarina state. To carry out the study, the specific objectives were: i) to get up the probable benefits and the probable risks arising from the use of mobile devices; ii) investigate the variables with the potential to alter the adolescents' life in the family and school; and iii) analyze the possible effect of mobile devices on adolescents, considering their family life and school performance. The research, as to the nature and the practical purpose, was descriptive, and from the point of view of its purpose, was predominantly explanatory; the study used the conception of the survey in the form of approach of the problem, and the methodology used for the Treatment was of mixed methods. The research employed stratified sampling and intentional sampling; and for each stratum the simple random sampling was used. The application of the questionnaires in the public high school was for 85 students, 24 parents and 9 teachers; and the private high school went to 76, 26 and 11 respectively. The study indicated that the effects of mediation of mobile devices largely converge on certain negative aspects rather than on positive aspects. The main benefits were: use for research; leisure; communication; video lesson learning; access to information and sharing of educational content. Particularly about the risks arising from the intensity and the way in which mobile devices are used, such as the tendency of the devices to arouse the sedentary lifestyle and the risks related to health especially of adolescents, related to posture, vision, hearing and sleep. In addition, there are risks with the radiation emitted by the mobile devices and with the incorrect discard of the mobile devices in disuse. Still, the study pointed out that a greater use of mobile devices, it was reflected in a slight reduction in the grade, motivated by the poor use of devices in the teaching-learning process.
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Earnest, William James. "Developing strategies to evaluate the effective use of electronic presentation software in communication education." Thesis, 2003. http://hdl.handle.net/2152/557.
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Lesser, Andrew John. "Video game technology and learning in the music classroom." Thesis, 2019. https://doi.org/10.7916/d8-cdxc-yn10.
Full textAbstract:
Game-based learning, or the process of adapting an educational concept into a game-based structure, has been studied by researchers for nearly a century. Over the last several decades, new technologies have allowed digital media to create a multibillion- dollar entertainment industry commonly known as video games. Video games have become a tool for many educators who have the potential to engage and motivate students to learn in various subjects and disciplines.
The purpose of this study was to determine the effectiveness of digital game-based learning in comparison to other teaching methods as related to music education and to explore the perspectives of young students regarding video games both in school and in their personal lives. Ninety-two (n = 92) fifth and sixth grade students in a northeastern U.S. elementary school completed a mixed-method experimental study consisting of a pretest/posttest control group, surveys, and in-depth interviews.
Results showed that students who had access to educational video games combined with the assistance of an instructor achieved higher mean scores compared with students who had access to either video games without instruction or instruction without video games. Survey and interview data suggested that students enjoyed playing video games on a regular basis for reasons such as enjoyment, socialization, and distraction. The majority of respondents believed that video games can and should be used in educational practices, including music education, but current educational games are inadequate because they do not possess the qualities of entertainment that are inherent in commercially designed games.
These findings suggested that educational video games may be potentially used as an effective tool in the music classroom to teach musical concepts and skills. In addition, benefits may also include increased student motivation, engagement, and a hands-on approach to learning that is based on the students’ individual needs. However, it may be necessary for video games to be used in combination with a qualified teacher to prevent confusion, distraction, and possible frustration. Pairing quality instruction with engaging technology that is relevant in children’s lives may be highly beneficial for the continued development of music education.
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Thabethe, Bhekisisa Maxwell. "An exploration of the utilisation of mathematics skills by technology education pre-service teachers to enhance conceptual understanding of electronic systems." Thesis, 2012. http://hdl.handle.net/10413/9549.
Full textAbstract:
The study focused on an exploration of utilisation of Mathematics skills by Technology Education pre-service teachers to enhance conceptual understanding of Electronic Systems during the design and construction of artefacts. This study attempted to discover Mathematics concepts that pre-service teachers utilised in the completion of their artefacts and it encapsulated design and making of a model of a house and an electronics circuit.
Data were collected through qualitative participant observation, semi-structured interviews and the submission of working artefacts. A sample considered for this study was the whole cohort in the EDTE 210 Electronic Systems course at the University of KwaZulu-Natal. Data were collected through observation of construction of a model house and design of a circuit for Electronic Systems in different phases. In each phase of design, observations and notes were supplemented by semi-structured interview questions as design and construction unfolded. Observation looked for the geometry involved in design of a model house and algebra involved in the design of electronic circuits. Data from interviews with the pre-service teachers indicated mathematical connotations in both the modelling of the house and electronics circuits. It was imperative to know how and why certain measurements, angles and shapes were used for their model houses. Furthermore, it was essential to understand the motives behind particular manipulation of different formulas, conversions and fraction implications by pre-service teachers in their design of effective circuit diagrams.
Pre-service teachers at a university level have arithmetic experience which can be used in Technology and may be extended to mainstream Mathematics. It was observed that design and making of this project exposed concepts of Mathematics that made Electronic Systems manageable and comprehensible. Use of projects was discovered to have a positive impact on enhancing understanding of abstract concepts in Mathematics that are essential for Electronic Systems. It is believed that these skills of integrating different areas of learning through interdisciplinarity are paramount for pre-service teachers, as they will soon assume autonomous professional positions for curriculum design in Technology. This provides a diverse approach to conceptual understanding of Electronic Systems through participative learning. Findings and recommendations for effective teaching of Electronic Systems through mathematical skills/concepts are outlined.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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Mhakure, Duncan. "Information technology as an instructional tool in the teaching of mathematics in secondary schools : perceptions of educators and learners in the North West Province / Duncan Mhakure." Thesis, 2003. http://hdl.handle.net/10394/11298.
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The title of this research study is: Information technology as an instructional tool in the teaching of mathematics in secondary schools: Perceptions of educators and learners in the North West Province of the Republic of South Africa. This research study was intended to study the role played by information technology as an instructional tool in high schools and the challenges associated with the integration of information technology in the teaching and learning of mathematics in high schools:
The research study sought to investigate the following research questions:
Is information technology an effective instructional tool to teach secondary school mathematics?
What are the perceptions of educators and learners regarding the use of computers in
mathematics lessons?
What are the challenges faced by educators and learners when using Information
technology in the teaching and learning of mathematics?
This research study drew its population from all high schools in the Mafikeng, Zeerust and
Lichtenburg Districts of the North West Province, which used computers in teaching. A sample of eight high schools was used; two in the Zeerust District, two in the Lichtenburg District and four in the Mafikeng District. This research sample was made up of mathematics and computer studies educators and learners from the chosen secondary schools. Two questionnaires were used for the purposes of data collection. One of the questionnaires was intended to study the perceptions of learners on the use of information technology in teaching and learning mathematics and the other was intended to study the perceptions of educators on the use of information technology in mathematics education.
Both quantitative and qualitative techniques were used to analyse the research. The main
findings of the research study were that:
The majority of educators (76%) regarded information technology as an effective
instructional too.] in the teaching and learning of secondary school mathematics . ,
Educators were generally not well trained to use information technology as an
instructional tool and that there was a shortage of hardware and software due to financial
constraints in high schools. I have recommended that: The Department of Education, in conjunction with the Faculty of Education of the North West University should organise in-service programmes on the use of information technology as an instructional tool in the teaching and learning of mathematics.
More research studies are required in the development of relevant and appropriate
software for use in the teaching and learning of mathematics.
In conclusion, the researcher hopes that the use of Information technology will go a long way in enhancing the learning and teaching of mathematics in high schools throughout the North West Province of the Republic of South Africa.(M.Ed.) North-West University, Mafikeng Campus, 2003
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Graves, Kenneth Edward. "Disrupting the Digital Norm in the New Digital Divide: Toward a Conceptual and Empirical Framework of Technology Leadership for Social Justice Through Multilevel Latent Class Analysis." Thesis, 2019. https://doi.org/10.7916/d8-7t3y-xt66.
Full textAbstract:
The purpose of this three-article dissertation is to explore the intersection of educational leadership, instructional technology, and culturally responsive education in pursuit of a new leadership framework called technology leadership for social justice. This dissertation employs three emerging methodologies, namely three-step latent class analysis (LCA), multilevel latent class analysis (MLCA), and meta-narrative review, to examine typologies of teachers and their perceptions of technology use and technology leadership with large-scale, quantitative data and to offer a conceptual framework of school and district technology leadership through a culturally responsive lens. The first study utilized latent class analysis (LCA) with the NCES Fast Response Survey System Teachers’ Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95) dataset (n=2,764) to identify four different types of technology-using teachers: Dexterous, Presenters, Assessors, and Evaders. I also found that teachers in low-income schools are more likely to be in the teacher subgroups that use technology in less impactful ways in the classroom. The second study used multilevel latent class analysis (MLCA) with the 2011-12 Texas School Technology and Readiness (STaR) Charts (n=6,935 schools in n=910 districts) to find three subgroups of teacher perceptions of technology leadership at the school level, High STaR Schools, Moderate STaR Schools, and Low STaR Schools, and four subgroups of teacher perceptions of technology leadership at the district level, Model STaR Districts, High STaR Districts, Moderate STaR Districts, and Low STaR Districts. I found that the Texas teachers in the school and district level subgroups with the lowest perceptions of technology leadership had the lowest student achievement outcomes and were more likely to serve students from historically minoritized backgrounds. The third study employed a systematic, meta-narrative review of the research literature exploring the intersection of technology, leadership, and culturally responsive education, integrating the findings from sixty studies into a conceptual framework of technology leadership for social justice. Each of the three dissertation articles explores the implications for the development of a more evidence-based, sociocultural conception of school and district technology leadership in research, policy, and practice.
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Shieh, Ruey S. "Toward the development of analysis of students' cognitive processes in an online course." Thesis, 2005. http://hdl.handle.net/1957/28734.
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This study examined a web-based undergraduate course structured around social
learning theories through the lens of social construction as a theoretical framework
and a case study research method. The purpose of the study was to investigate
students' learning experiences from a cognitively guided research framework.
Instructional strategies practiced in the course, instructional design developed, and
demonstrated students' learning outcomes were examined to help characterize
students' learning experiences.
The study proceeded from a social constructivist framework, employing a qualitative
case study approach. Data collected to support the description of students' learning
experiences included early course survey, in-depth interviews, course documents,
students' artifacts, online class interactions, email correspondences among
participants, and the researcher's journals based on online observations. The results
of the study reveal that students' learning experiences and learning outcomes were
greatly affected by the instructor's belief about teaching a distance course. Her belief
that students should be fully responsible for their own learning in the web-based
course resulted in minimal facilitation of the class in all aspects, including
moderating students' online discussions, fostering learning communities within the
class, and providing elaborate, critical feedback to elicit students' cognitive
processes. As a result, the engaged cognitive processes and knowledge domains
students demonstrated over the term were not significantly improved. Furthermore,
the course goal of establishing a collaborative, interactive, and social learning
environment for distance students was not met. The results of this study contribute
to the picture of the facilitation skills and moderating practices that support more
fully the goal of the development of a cognitively rich learning community.Graduation date: 2006
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Sengul, Gonul 1980. "Essays on heterogeneity in labor markets." 2009. http://hdl.handle.net/2152/18423.
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My dissertation focuses on the heterogeneity in labor markets. The first chapter proposes an explanation for the unemployment rate difference between skill groups. Low skill workers (workers without a four year college degree) have a higher unemployment rate. The reason for that "... is mainly because they (low skill workers) are more likely to become unemployed, not because they remain unemployed longer, once unemployed" (Layard, Nickell, Jackman, 1991, p. 44). This chapter proposes an explanation for the difference in job separation probabilities between these skill groups: high skill workers have lower job separation probabilities as they are selected more effectively during the hiring process. I use a labor search model with match specific quality to quantify the explanatory power of this hypothesis on differences in job separation probabilities and unemployment rates across skill groups. The second chapter analyzes the effects of one channel of interaction (job competition) between skill groups on their labor market outcomes. Do skilled workers prefer unskilled jobs to being unemployed? If so, skilled workers compete with unskilled workers for those jobs. Job competition generates interaction between the labor market outcomes of these groups. I use a heterogeneous agents model with skilled and unskilled workers in which the only interaction across groups is the job competition. Direct effects of job competition are reducing skilled unemployment rate (since they have a bigger market) and increasing the unskilled unemployment rate (since they face greater competition). However number of vacancies respond to job competition in equilibrium. For instance, unskilled firms have incentives to open more vacancies since filling a vacancy is easier if there is job competition. Thus how unskilled unemployment and wages are affected by job competition depends on which effect dominates. The results for reasonable parameter values show that job competition does reduce the average unemployment rate. It reduces the skilled unemployment rate more, generating an increase in unemployment rate inequality. However, the employment rate at skilled jobs is unaffected. The third chapter focuses on skill biased technological change. Skill biased technological change is one of the explanations for the asymmetry between labor market outcomes of skill groups over the last few decades. However, during this time period there were also skill neutral shocks that could contribute to these outcomes. The third chapter analyzes the effects of skill biased and neutral shocks on overall labor market variables. I use a model in which skilled and unskilled outputs are intermediate goods, and final good sector receives all the shocks. A numerical exercise shows that both skilled and unskilled unemployment rates respond to shocks in the same direction. The response of unemployment rate to skill neutral shocks is bigger than the response to skill biased shocks for both skill groups. However, the unskilled unemployment changes more than the skilled unemployment rate as a response to skill neutral shocks. Thus, skill neutral shocks reduce the unemployment rate gap between skill groups.text
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Mcetywa, Mahoai Lorraine. "The use of mobile technologies for mathematical engagement in informal learning environments." Thesis, 2014. http://hdl.handle.net/10210/10345.
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M.Ed. (Ict in Education)South African learners are underperforming in Mathematics. Annual National Assessments for grade 9 and grade 12 results in Mathematics are shocking according to the Ministry of Education. This study investigates informal learning as an alternative method of addressing underperformance in Mathematics in South African schools. Informal learning with the use of mobile technology enhances engagement in Mathematics learning. The participants of this study had access to Nokia MoMaths on their mobile phones. A quantitative survey research was conducted in four schools in Sedibeng West. The data was analysed using SPSS version 20.0. Results indicated a positive relationship between engagement and informal mobile mathematics learning.
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Fambaza, Tembalihle. "The experiences of teachers about teaching computer applications technology at FET band." Thesis, 2012. http://hdl.handle.net/10413/9573.
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Computer Applications Technology is one of the subjects that equip learners with the new technological skills that are needed in today’s life. In the past, many schools used
computers only for administrative purposes. This is the case even today in some schools. Very few schools in the rural areas offer Computer Applications Technology. Those that do, face many challenges including a lack of electricity.
Computer Applications Technology helps learners acquire computer skills that improve their performance when they enter tertiary institutions. It can also help them to find jobs
in companies that need people who are able to operate computers. This is particularly true for learners from the rural areas, since most of their parents are unable to pay for them to further their education at tertiary institutions. On obtaining their Grade 12 certificate, most rural learners look for jobs. This study focuses on the experiences of teachers in teaching Computer Applications Technology in rural areas; the challenges and benefits in teaching Computer Applications Technology; the qualifications of Computer Applications Technology teachers; the use of
Computer Technology in teaching; Computer Literacy teachers as motivators in learners’ lives; and teachers and Computer Literacy. The findings of this study reveal that; teachers in rural areas lack a functional Computer Literacy foundation on which to build new technology and skills. The use of computers and related technologies was not a routine part of most teachers’ own educational environment. The number of years of experience and teachers’ status in a school has a significant relationship to familiarity with Computer Technology. A lack of hardware and software; and a lack of knowledge and skills in using computers is a challenge. A lack of or insufficient training opportunities and crowded classrooms are one of the important problems that Basic Education schools face. Insufficient guidance and help in instructional use, insufficient technical assistance, and an insufficient number of computers are other important problems. Most Computer Applications Technology teachers were not trained to teach computers as a subject. This could be because; even in training institutions, computers were only used for administration purposes. Greenwood (1993) notes that; many teachers entered the profession with arts-based qualifications. The introduction of computers in schools is a
process which needs time to become self-generating with younger teachers who are now entering schools having used computers in their own training. In South Africa, students have only recently started taking Computer Studies as a major subject in teaching. Previously computers were studied only in certain fields like Computer Science or Information Technology. In rural schools, it is rare to come across a computer laboratory in good condition in terms of space and the number of computers, let alone someone with knowledge of the internet. Rural schools do not have computer centres, internet access, experienced teachers and ample sporting and cultural activities to choose from. However, learners can benefit substantially from this new technology because they can be able to do their work as a group while they are not all in the same physical space. They can share their challenges as they study and prepare for class tests or examinations using the internet. The researcher recommends that the Department of Basic Education should employ teachers who are well trained in Computer Applications Technology. A technician should be employed to service computers at schools and help teachers who are experiencing problems. The Department should encourage primary schools to teach Computer Studies so that when learners study Computer Applications Technology at high school they have a basic grounding in computers. It is recommended that Schools ask companies for donations to enable them to buy
computers. They should tighten up their security to make sure that computers are safe. Schools should organise technology specialists to train their teachers. They can use their computer laboratories to offer afternoon classes to the community and charge them for this service. This will help them to raise funds to buy more computers for the school.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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Sumbo, Yannick António. "Examining lecturers' perspectives on the use of Facebook for academic purposes." Diss., 2015. http://hdl.handle.net/10500/21796.
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This research examined lecturers’ perspectives on the academic use of Facebook, specifically for teaching, in a higher education institution in Gauteng, South Africa. A survey research design was followed, and semi-structured interviews were conducted. The study sought to fill the gap in the Social Networking Sites literature by focusing on lecturers’ perspectives, ascertaining how lecturers use Facebook as an academic teaching tool and determining the advantages and disadvantages thereof, and attempting to add to the debate on whether or not higher education settings could add the use of Facebook to their range of practices that may enhance teaching. The sample comprised fourteen respondents. It has emerged that lecturers are not, for the most part, utilising Facebook as an academic teaching tool. Based on the findings, a framework on how lecturers could integrate Facebook into academia is proposed.Computing
M. Sc. (Computing)
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Kavuma, Henry. "Investigation of virtual learning behaviour in an Eastern Cape high school biology course." Thesis, 2003. http://hdl.handle.net/10413/4183.
Full textAbstract:
Transformation in education over the decades has failed to keep abreast of the rapidly advancing technological environment of modern society. This implies that curricula, learning paradigms and tools employed by educational institutions are not in sync with the technologically oriented lifestyle of modern society. Learners are therefore unable to apply and assimilate their daily life experiences into the learning process. This disparity warrants radical transformation in education, so as to furnish the appropriate education system where learners are able to construct their knowledge on the basis of pre-existing ideas and experiences. However, any transformation in the e~ucation approach should essentially be complemented by the adoption of appropriate learning environments and paradigms that can capitalize on learners' life experiences as well as elicit the appropriate learning behaviour and attitudes for effective and life-long learning. Much of the literature reviewed affirms the efficacy of virtual learning environments as mediums that can facilitate effective learner-centred electronic-learning suitable for modern society. They are asserted as liberators of learning in respect of instructivist ideals, information access and the confines of the physical classroom. This is confirmed by findings of this research, which are generally in favour of the virtual learning environment's ability to enhance the learning experiences of learners but remained inconclusive on their learning outcomes.Thesis (M.Sc.)-University of Natal, Durban, 2003.
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Ramakatane, Mamosa Grace. "Analysis of cultural and ideological values transmitted by university websites." Thesis, 2003. http://hdl.handle.net/10413/4287.
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With the advent of globalisation and new communication technologies, it was inevitable that educational institutions would follow the advertising trend of establishing websites to market their services. This paper analyses the cultural and ideological values transmitted by such university websites. Particular focus is on issues around gender, sexual orientation, race, religion and socioeconomic status. The aim is to analyse consumer reaction to Internet messages conveyed in websites from different cultures, compare them with the intentions of producers and to relate all these back to ideological factors. This study deconstructs content and messages conveyed by University websites to assess the extent to which they might subscribe to particular ideologies (whether overt or covert). The argument that there are hidden ideologies in Web design does not imply that designers or producers intended any conspiracy or deception. Rather, the study compares the organisation's intended image/ethos with that which consumers perceive through their exposure to the website. The methodology was purposive sampling of participants consulted through personal (face-to-face) and interviews conducted online, as well as email-distributed questionnaires.This study uses websites of two universities in the KwaZulu-Natal region of South Africa.Thesis (M.Sc.)-University of Natal, Durban, 2003.