Dissertations / Theses on the topic 'Technological curriculum'
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Sanet, B. D. "Nigerian technological education : towards a justification and a curriculum." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376085.
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Lovell, Emily Marie. "A soft circuit curriculum to promote technological self-efficacy." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67826.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2011.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 35-36).
The development of technological self-efficacy in young people can have a dramatic impact on diversity in the field of computing. Students'self-efficacy and scientific understanding can benefit from engaging in hands-on activities, such as creating soft, electronic textile (e-textile) circuits. There is, however, a notable lack of instructional materials to support such learning experiences. I have developed a workshop facilitation guide which outlines five e-textile activities, accompanied by a collection of low-cost craft and electronic components. The instructional materials target educators, who may facilitate e-textile activities in settings such as science museums, after-school programs, or summer camps. I have assessed the effectiveness and usability of the materials through a short series of workshops, during which I also evaluated their impact on students'technological self-efficacy.
by Emily Marie Lovell.
S.M.
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Taylor, Kim 1955. "Increasing student motivation through a technological enterprise." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277995.
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The purpose of this study was to examine whether student motivation increased through participation in a technological enterprise that involved a decision making process. In addition, student empowerment was explored. The setting of the study was a fifth grade class of twenty-four students in an urban school in the southwest. Throughout the school there was a video and data distribution network. Data collection consisted of student sign-up, teacher observation, student surveys, teacher journal, and a case study. The sign-up sheet and student surveys were analyzed to yield a frequency count. The case study and journal were reported as a narrative of student response and teacher-researcher observation. In this study, students with motivational difficulty that led to academic problems seemed to be positively affected by the factors of choice and challenge in the enterprise. Students with social difficulties or a combination of academic and social difficulties were less likely to continue work on the enterprise. There was a difference in the effect of the enterprise on female and male students.
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Clucas, Scott Richard. "Construction as a Curriculum Organizer for Technology Education." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30772.
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This dissertation was the result of an investigation into the relative importance of construction as a curriculum organizer for the field of technology education. In particular, it concentrated on the relationship between construction technology and the principles of general education and technological literacy. The review of literature focused on the historic roles and meanings of this curriculum organizer and these principles as the discipline evolved from the industrial arts into technology education. Operational definitions were synthesized and the linkages between them was clearly identified.
To address technology education's contribution to general education, or the full development of the human personality, the spheres of human/technology interaction model was developed. The model is based on the idea that people interact with technology and evaluate those interactions from three fundamental perspectives. Those perspectives were identified as the civic-life sphere, the personal-life sphere, and the work-life sphere.
One hundred and forty-eight faculty members of technology teacher education programs in colleges and universities throughout the United States were surveyed. A 77% return rate was obtained. The survey included four major sections in addition to requesting limited information about the respondents and their programs. The four major sections asked the respondents to: 1) Evaluate potential goals for a K-12 technology education program. 2) Determine the relative importance of 10 study areas or curriculum organizers as they related to each of the three spheres of interaction. 3) Determine the percentage of the technology education curriculum that should be allocated to each of the three spheres of human/technology interaction. 4) Provide selected information about the way construction is offered and taught in technology teacher education programs.
Medoid cluster analysis was used to evaluate the data derived from the goals of technology education portion of the survey. Using this information, three clusters were formed and initial respondent membership for each cluster was established. Subsequently, discriminant analysis was used to accomplish three goals: 1) Refine the initial assignment of respondents to the clusters. 2) Identify those variables that offered a significant level of discrimination between clusters. 3) Determine the accuracy of assignment to the clusters or groups. The canonical correlation 2, calculated by the discriminant analysis program, indicated that 66.3% of the variance was explained by the variables that were significant at a .05 level. After comparing the mean scores of the discriminating variables across the three clusters, one cluster was identified as favoring technological literacy, one favored industrial technology education, and one was ambivalent.
T-tests were used to determine if any significant difference existed between clusters or groups. It was of particular interest to this research that no significant difference was found related to the relative importance of construction. All groups concluded that construction should comprise approximately 10% of the technology education curriculum.
Finally, a schedule was established which allocated various percentages of the curriculum to each of the 10 study areas or curriculum organizers as they relate to the three spheres of human/technology interaction. This schedule was based on the relative importance assigned by the technological literacy cluster. The technological literacy cluster offered the most balanced allocation of the technology education curriculum across the three spheres of human/technology interaction.Ph. D.
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Wisell, Diana L. Dulaney. "To change or not to change a case study of one urban high school's technological transformational process /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1205.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vi, 117 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 74-77).
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Spoerk, Mark. "The importance and value of implementing a principles of engineering curriculum at the high school level from a student's perspective." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998spoerkm.pdf.
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Guillen, Linda Diane. "Curriculum for an online course in technical communications using the I-CARE delivery system." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1851.
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Mangiagalli, Carla. "African music in the FET curriculum : an investigation into teaching strategies and the development of a technological resource." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16614.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The South African Department of Education (DoE) recently introduced a new curriculum for schools. This curriculum, namely Curriculum 2005 (C2005), and later revised as the National Curriculum Statement (NCS), is functional at a national level in South Africa and claims to be a more equitable curriculum than its predecessor by incorporating a philosophy that accommodates all South African learners from diverse cultural and ethnic backgrounds. C2005 (NCS) promotes the principles of outcomes-based education (OBE) and shows a high regard for the Constructivist Learning Theory. In 2006 teachers will be expected to implement the Further Education and Training (FET) Band of the NCS. This study critically investigates C2005 (NCS) with the view to an improved understanding of multicultural education. The focus then turns towards music education by reviewing suggested teaching practices for multicultural music education. Following this is a thorough exploration of several approaches for the teaching of music from diverse cultures with an examination of the various appropriate models for music teaching. However, certain issues arise within the South African context as to whether music teachers have had the necessary preparation for the effective implementation of the prescribed music syllabus of the FET band. The prescribed music syllabus of the FET band includes a variety of musical genres and styles. This analysis culminates in a reflection on African music, which includes an investigation of how African music functions within traditional African societies and an approach for the effective transmission of African music in schools is proposed. Also, arising from numerous reviews concerning the teaching of African music, are opposing convictions that afford the reader an opportunity for creative thought. The lack of adequate didactical resources for the teaching of African music has resulted in a keen interest by the author in employing technology for instructional purposes. This study concludes by exploring recommendations concerning the design of an effective instructional programme that relies on technology and discusses the development of an appropriate technological resource for the teaching of African music.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Onderwys Departement het onlangs ‘n nuwe kurrikulum aan skole bekendgestel. Hierdie kurrikulum, naamlik Kurrikulum 2005 (K2005), en later die Nasionale Kurrikulum Verklaring (NKV), is van toepassing op nasionale vlak in Suid-Afrika en maak daarop aanspraak om ‘n meer regverdige kurrikulum as sy voorganger te wees deur ‘n filosofie te bevat wat alle Suid-Afrikaanse leerders uit verskillende kulturele en etniese agtergronde akkommodeer. K2005 (NKV) bevorder die beginsels van Uitkoms Gebaseerde Onderwys (UGO) en vertoon ‘n hoë affiniteit vir die Konstruktiewe Leerteorie. Dit sal van onderwysers verwag word om in 2006 die Verdere Onderwys- en Onderrigband van die NKV te implementeer. Hierdie tesis ondersoek K2005 (NKV) krities met die oog op ‘n verbeterde begrip vir multikulturele onderwys. Die fokus skuif dan na musiekopvoeding met ‘n oorsig oor voorgestelde onderwyspraktyke vir multikulturele musiekopvoeding. ‘n Deeglike bespreking van verskeie benaderings vir die onderrig van musiek van verskeie kulture volg dan, asook ‘n ondersoek oor verskillende toepaslike modelle vir musiekonderrig. Sekere kwessies ontstaan egter binne die Suid- Afrikaanse konteks waarby daar gevra word of musiekonderwysers oor die nodige voorbereiding vir die effektiewe implementering van die voorgeskrewe musiekkurrikulum van die VOO-band beskik. Die voorgeskrewe musiekkurrikulum van die VOO-band sluit ‘n verskeidenheid musiekgenres en -style in. Hierdie analise word gevolg deur nadenke oor Afrika musiek, wat ’n ondersoek insluit na die wyse waarop Afrika-musiek binne die tradisionele Afrika-gemeenskap funksioneer. Voorstelle vir die benadering van Afrika-musiek in skole word gemaak sodat die effektiewe oordrag van Afrikamusiek verseker sal word. In hierdie bespreking word teenstrydige opinies wat na vore kom in die talle oorsigte oor die onderrig van Afrika-musiek, voorgehou. Dit bied die leser ‘n geleentheid tot kreatiewe denke. Die gebrek aan geskikte didaktiese bronne vir die onderrig van Afrika-musiek het gelei tot ‘n groot belangstelling by die navorser oor die gebruik van tegnologie vir onderrigdoeleindes. Hierdie studie sluit af met ‘n ondersoek na die ontwerp van ‘n effektiewe onderrigprogram wat op tegnologie gebaseer is, en met ‘n bespreking van die ontwikkeling van ‘n geskikte tegnologiese bron vir die onderrig van Afrika-musiek.
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Martin, Junior George. "Exploring College Instructors' Integration of Technology into Their Curriculum." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2846.
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Technology integration in the curriculum remains a challenge at different levels in the education system. In one Caribbean 4-year college, faculty are expected to prepare preservice teachers to integrate technology in classroom instruction. When preservice teachers are not prepared for technology integration, interventions are necessary to address this challenge of technology integration. The purpose of this qualitative bounded intrinsic case study was to gain an understanding of the process of technology integration by instructors at the research site. Davies' theory for understanding technological literacy and the technological, pedagogical, and content knowledge model conceptually framed this study. A purposeful sample of 13 instructors who integrated technology in their curricula and volunteered to participate were observed, interviewed, and provided documentation to explore how they integrated technology in their courses. Data were coded typologically using a priori codes and inductively to identify major themes regarding instructors' challenges and perceptions of technology integration. Instructors were consistent in their integration of technology, increased technology use when they held a positive view of technology, and did not use sufficient web-based tools. They expressed a need for additional technology integration training, because there is an absence of training opportunities offered in the area of technology integration. Based on these findings, a 3-day technology integration workshop was created for the instructors. These endeavors may contribute to positive social change by empowering instructors to adopt pedagogy that can transform the college classroom environment and can support instructors' teaching and learning, thus, preparing preservice teachers to embrace technology in their classrooms.
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Yusoff, Yaacob Bin. "Issues and problems arising from the application of the new Malaysian philosophy of education to the scientific and technological curriculum." Thesis, University of Birmingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503128.
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McDonald, Jocelyn. "Examination of Teachers' Perceived Technological Pedagogical Content Knowledge and its Relationship to Lesson Design." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7408.
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School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A MANOVA and correlational analysis were performed, and results of this study indicated there were no statistically significant differences between teachers' constructs of TPACK and their years of experience in a 1-to-1 technology initiative. However, statistical significance was found between teachers' constructs of TPACK and their content area. Additionally, a correlation was found between teachers' TPACK, their lesson design practices, and design disposition. The results of this study may positively impact social change by informing school administrators and other educational change leaders in the planning of teacher instructional support to further develop teachers in the implementation of technology integration to support the 21st century learning needs of today's students.
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Wang, Kung Fu Sunny. "The development of benchmarks and the selection of appropriate methods to assess technological literacy portion of the natural science and living technology curriculum as required by The 2000 National Curriculum Guidelines of the Republic Of China (Taiwan." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061214903.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xi, 276 p. Includes abstract and vita. Advisor: Paul E. Post, College of Education. Includes bibliographical references (p. 263-276).
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Guzman, Dawn Nella. "Curriculum guide to teach computed radiography at El Camino College." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2147.
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The purpose of the project was to design a curriculum guideline for educators to teach computed radiography. This project can be used as a stand-alone course, or integrated into existing radiologic technology courses.
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Bennett, Patricia C. "Senior Students' Experiences, Perspectives, and Attitudes of Technological Competencies in Nursing Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4125.
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Technological standards appear to be needed in undergraduate nursing education, as existing research has yet to establish technological standards for undergraduate nursing students. The purpose of this qualitative study was to examine the lived experiences of senior nursing students with respect to their perceptions regarding exposure to and abilities gained in the areas of information management, information literacy, and computer literacy. The framework of the study was based on Bandura's theory of self-efficacy and the Dreyfus model of skills acquisition. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposive sample to collect data about the technological competencies taught to 12 participants during their nursing education. The key research questions pertained to senior-level nursing students' perceptions regarding their educational exposure to technological skills, the level of competencies achieved, and technology's impact on patient care. A thematic analysis was done. The findings from this research study are that students' technological exposure appears to vary and that there is a need for uniform exposure during their nursing education. The results of this research revealed that most students were confident about computer literacy but needed to strengthen their knowledge related to information management and information literacy. Implications for social change is a better understanding of technological competencies offered, or still needing to be included, in undergraduate nursing syllabi. Further positive social change implications of the study for health services include the promotion of clear technological graduation standards for nursing graduates entering the health care workforce.
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Parrott, Deborah J., and Joanna M. Anderson. "Distance Education Faculty and Librarian Collaboration: Developing Technological Skills of School Librarian Candidates." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/382.
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LibGuides, as a method of creating pathfinders for instruction of information literacy and content management has long been used by academic libraries, but has not been widely used by school libraries. This article describes a collaborative plan between a distance education librarian and a professor of school library media using LibGuides to overhaul a print pathfinder project in a reference sources for youth course. The methodology, results of the products, and student feedback from the assignment are discussed. The project exemplifies potential collaborative efforts between academic distance education librarians and school library media instructors.
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Alexandre, Ticianna Cardoso Marques. "ContribuiÃÃo da integralizaÃÃo curricular para a formaÃÃo dos saberes tecnolÃgicos dos professores do curso de pedagogia da Universidade Federal do CearÃ." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14259.
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A disseminaÃÃo da tecnologia de informaÃÃo tem trazido impactos a todos os setores da sociedade desde as transaÃÃes comerciais passando pelas relaÃÃes pessoais de trabalho, estudo e pesquisa. Esse aspecto gera um descompasso entre as geraÃÃes de quem ensina e quem aprende produzindo questÃes, que trazem consequÃncias para a EducaÃÃo e que precisam ser pensadas criticamente. O professor tem papel fundamental visto que seu letramento digital implica, diretamente, no uso das ferramentas tecnolÃgicas para enriquecimento das prÃticas didÃticas. No entanto o que mais se tem observado à um alto nÃvel de aparatos tecnolÃgicos nas instituiÃÃes de ensino, encontrando professores sem preparo para sua utilizaÃÃo, inviabilizando assim o meio, o instrumento facilitador. Diante da inquietude sobre como os profissionais de Pedagogia estariam sendo preparados para lhe dar com essa realidade, surge o objetivo geral desta pesquisa que foi: analisar a contribuiÃÃo da integralizaÃÃo curricular do Curso de Pedagogia da UFC na formaÃÃo dos saberes tecnolÃgicos de seus professores. Para isso propÃs-se como objetivos especÃficos levantar e analisar as constantes transformaÃÃes da educaÃÃo no Brasil e suas prÃticas pedagÃgicas, apontar e analisar as teorias curriculares e sua contribuiÃÃo para formaÃÃo da EducaÃÃo, identificar as mudanÃas que a democratizaÃÃo da tecnologia trouxe para a vivÃncia acadÃmica, destacar o nÃvel de formaÃÃo de professores quanto ao saber docente tecnolÃgico e verificar a integralizaÃÃo curricular do curso de Pedagogia da UFC como base à anÃlise dos saberes docentes. No que tange a metodologia, o presente estudo à descritivo com abordagem quali-quantitativa e como procedimentos metodolÃgicos foi utilizada a pesquisa documental e de campo. A coleta de dados se deu por meio de questionÃrios aplicados aos professores e alunos egressos do curso de Pedagogia da UFC. Alguns resultados apontam que os alunos consideram a tecnologia essencial no processo educativo, nÃo somente em sala de aula, mas tambÃm na realizaÃÃo de atividades didÃticas, e avaliam que as disciplinas nÃo abordam essa importÃncia, nem tÃo pouco utilizam essa prÃtica como processo de melhoria das aulas. As disciplinas da integralizaÃÃo curricular nÃo abordam a importÃncia do saber tecnolÃgico formando assim professores que futuramente saem com grande dÃficit, tendo que procurar outros meios para aquisiÃÃo desse conhecimento.The spread of information technology has brought impacts to all sectors of society from business transactions going through personal relationships work, study and research. This aspect creates a gap between the generations of those who teach and those who learn producing issues that bring consequences for education and that need to be thought critically. The teacher plays a role since their digital literacy implies directly in the use of technological tools to enrich the teaching practices. However what we have seen is more a high level of technological devices in educational institutions, but this material is most often unprepared teachers to use, thus impeding the means, the facilitator. Given the concern about the Pedagogy professionals were being prepared to give you with this reality, the objective of this research was that arises, to analyze the contribution of curriculum integration of the UFC Pedagogy course in the training of technological knowledge of their teachers. For this set itself the specific objectives to address and analyze the constant transformations of education in Brazil and its pedagogical practices, point and analyze the curriculum theories and their contribution to formation of Education, identify the changes that the democratization of technology has brought to the academic experience highlight the level of training of teachers and to learn technological teaching and check the curriculum integration of the UFC based on the analysis of teaching knowledge. Regarding the methodology, the present study is descriptive with qual-quantitative approach and as instruments we used the documentary and field research. Data collection was done through questionnaires given to teachers and graduates students of the UFC. Students consider the essential technology in the educational process, not only in the classroom but also in carrying out educational activities, and evaluate the disciplines do not address this importance, nor use this practice as improving school process. The subjects of the course payment do not address the importance of technological knowledge thus forming future teachers who come out with big deficit, having to seek other means to acquire this knowledge.
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Helsel, Sandra Kay. "A set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184372.
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It was the purpose of this study to develop a set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc. That set of criteria, referred to herein as the EIVD Curricular Base, consists of six sets of guidelines corresponding to Eisner's (1985) curriculum typologies: Development of Cognitive Processes, Curriculum as Technology, Curriculum for Personal Relevance, Curriculum for Social Adaptation, Curriculum for Social Reconstruction, and Academic Rationalism. The set of criteria was developed through the examination of three primary research questions: (1) What ways have those elements Beauchamp (1981) deemed necessary for any curriculum theory (definitions, values, design, engineering, and regeneration) been operationalized in Eisner's six curriculum typologies; (2) To what extent do interactive design characteristics identified by DeBloois (1979) apply to curriculum theory; (3) How can the ability of videodisc to simulate reality be integrated into the set of criteria? Further, the proposed set of criteria was critiqued against sample educational videodiscs to establish its veracity. The results of this study indicate that the Cognitive Processes curricular typology utilizes the potential of educational interactive videodisc to a greater extent than any other curricular typology in the EIVD Curricular Base. Therefore, it is recommended that an in-depth exploration of the Cognitive Process set of criteria be initiated. Ideally, the exploration would result in the research, design, production, use and evaluation of an actual videodisc program. Several, more general, recommendations regarding education's use of videodisc technology and courseware complete this study.
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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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Hubbard, Wendy Lynn. "The perceptions of public school administrators toward technology effectiveness and adequacy in curriculum and instruction in the Golden Triangle Public Schools of Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07132009-092718.
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Alajlan, Abeer M. "Pre-Service Teachers' Development of TPACK (Technological Pedagogical and Content Knowledge): Learning By Design (LBD) as an Instructional Approach." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554212137921351.
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Araujo, Jair Jonko. "Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1679.
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Previous issue date: 2013-09-25This work discusses new meanings that are being produced in the curriculum policies for professional education at the Sul-rio-grandense Federal Institute of Education, Science and Technology (IFSul) during its institutional transformation in 2008. Considering educational policies in a complex way, as proposed by Stephan Ball and using the theoretical framework of Ernesto Laclau s Discourse Theory, we seek to identify some senses through official documents from the Ministry of Education (MEC), IFSul, as well as from interviews with IFSul s administrators and faculty. Different documents were organized into groups and analyzed with WordSmith Tools. By adopting the concept of curriculum/curricular policies as a discursive practice, as proposed by Lopes and Alice Elizabeth Macedo, we aim to analyze the different elements that compose the field of discursivity in Technological and Vocational Education, at local and national level, emphasizing historical conflicts and structural, cultural and discursive aspects which induce limits and possibilities for curricular policies at IFSul. In the process of analysis, we chose to identify, in different contexts, meanings and displacements around the significant teaching, research, extension and articulation. First it is verified that there is institutional priority for the teaching dimension, we find different forms of acceptance for discourses of integration and verticalization and we identify the myth that teaching is consolidated in the federal vocational education system and in this school. It is concluded that there are difficulties in fixing senses for research and extension and there is an acceptance of meanings for these dimensions similar to them in the university context, which does not seem to be consistent with an institution that acts predominantly on vocational education at high school level. Although there are advances in the administrative structure and research funding, the main expectation is that workers are able to institutionalize research and extension, although we found sensations of intensification on the part of teachers that now have to cope with the overlapping of work of the three dimensions in an institutional context that values formally only the time for teaching. The signifier articulation was identified as overdetermined of meanings, with the capacity to become an empty signifier for construction of hegemonic curriculum policies in the institution.
Este trabalho discute novos sentidos que estão sendo produzidos nas políticas curriculares para a educação profissional no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), a partir de sua transformação institucional em 2008. Tendo por referência a necessidade de considerar políticas educacionais de forma complexa, conforme proposto por Stephan Ball, e utilizando os aportes teóricos da Teoria do Discurso de Ernesto Laclau, busca-se compreender estes sentidos por meio de documentos oficiais do MEC e do IFSul e também por meio de entrevistas com gestores e docentes da Instituição. Os diferentes documentos foram organizados em grupos e analisados com auxílio da ferramenta WordSmith. Ao adotar o conceito de currículo/política curricular como prática discursiva, conforme propõem Alice Lopes e Elizabeth Macedo, buscou-se trazer para a análise diferentes elementos que compõem o campo da discursividade da Educação Profissional e Tecnológica em nível nacional e local, destacando embates históricos e aspectos estruturais, culturais e discursivos os quais induzem limites e possibilidades para as políticas curriculares no IFSul. No processo de análise, opta-se por identificar, em diferentes contextos, sentidos e deslocamentos ao redor dos significantes ensino, pesquisa, extensão e articulação. Inicialmente verifica-se que há priorização institucional para a dimensão ensino, constata-se diferentes formas de acolhimento para os discursos da integração e da verticalização e conclui-se que há um mito de que o ensino está consolidado na rede federal e na instituição. Conclui-se também que há dificuldades de fixação de sentidos para pesquisa e extensão e que há o acolhimento de sentidos para estas dimensões na mesma perspectiva do contexto universitário, que entendo não ser condizente com uma instituição que atua predominantemente na EP de nível médio. Ainda que haja avanços na estrutura administrativa e no financiamento para pesquisa e extensão, a expectativa principal é que os servidores sejam capazes de institucionalizar estas dimensões, observando-se sensações de intensificação em parte dos docentes que passam a ter que dar conta da sobreposição de trabalho das três dimensões, num contexto institucional que valoriza formalmente apenas tempo dedicado ao ensino. Por fim, o significante articulação foi identificado como sobreterminado de sentidos, com capacidade de tornar-se um significante vazio para construção de políticas curriculares hegemônicas na Instituição.
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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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Turesson, Jesper. "Kunskapssynen i teknikämnetskursplan." Thesis, KTH, Lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-213752.
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Grundskolans teknikämne har kritiserats för att undervisningen inte utgår från elevernas intressen och erfarenheter. Vidare utgår undervisningen alltför sällan från kursplanen och det saknas en samsyn bland lärarna kring hur undervisningen skall genomföras samt vad ämnet står för. Beträffande det sistnämnda har studier visat att filosofiska diskussioner om hur teknik kan definieras inte är vanliga inom teknikdidaktiken, vilket kan få konsekvenser när gemensamma kriterier ska sättas upp för att användas vid bedömning och betygsättning av elevernas kunskaper. Detta examensarbete har som syfte att undersöka hur teknik och teknisk kunskap kan definieras och på vilket sätt dessa begrepp förekommer i de styrdokument som skolorna har att förhålla sig till. Det är en systematisk litteraturstudie där den tidigare forskningen i ämnet har undersökts och där teknikämnets kursplan har analyserats utifrån denna forskning. Resultatet visar att även om det i skolans läroplan saknas filosofiska diskussioner om vad teknisk kunskap innebär, går det att finna spår av denna typ av kunskap. Exempelvis kännetecknas teknikämnet av de teknikutvecklingsprojekt som eleverna skall genomföra och i dessa projekt får de möjlighet att utveckla så kallade teknikvetenskapliga kunskaper genom att de systematiskt prövar och omprövar sina idéer.The technology subject in Swedish elementary school has been criticised for not taking into account the pupils interests and experiences. Furthermore, the teaching is often not based on the curriculum and there is a lack of consensus among the teacher on what should be taught and what the subject stands for. Regarding the latter, studies have shown that philosophical discussions on the definition of technology are not common within technology teaching and learning, which can have consequences when a common set of criteria are set up to be used for assessment and grade setting. This study examines how technology and technological knowledge can be defined and how these concepts are reflected in the curriculum. Based on a systematic literature review of former studies in this area, an analysis of the curriculum is performed. The result show that even if there is a lack of philosophical discussions in the curriculum on what technological knowledge means, traces of this type of knowledge can be found. As an example the technology subject is characterised by the technical development projects that the pupils are supposed to carry out, and in these projects they get the opportunity to develop the so called technological science knowledge by systematically testing and re-testing their ideas.
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Nobre, Francisco de Assis Fernandes. "Reestrutura??o da disciplina "F?sica I" do Curso de Tecn?logo em Ger?ncia de Obras de Edifica??es do CEFET/PB." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16028.
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Previous issue date: 2006-12-11The aim of the present paper is to reorganize a discipline on technological physics so that the construction site of civil engineering becomes a natural environment of learning, providing the learner with the association between theory and practice as well as allowing the subject to process, in real time, information generated from his cognitive constructions and his contextualizations. Thus, a sequence of actions was taken into account: firstly, the programme was developed in the classroom, sharing with its contextualized information through experiments done under supervision by the learners in laboratories; secondly, the data which associate physics with construction were collected and, to do so, technical visits to construction sites were realized, providing the learner the association between the theory and the practice in a suitable site to the constructivist approach. As a result, the first discipline on physics of the Curso de Tecn?logos em Ger?ncia de Obras de Edifica??es do CEFET/PB was re-structured in terms of syllabus, methodology, application and evaluation. In fact, this work deals with a dynamic process that gathers and gives emphasis to teaching, learning, technology, information, creativity, competence and abilities in a constructivist learning process and, as a consequence, having allowed institutional engagement
O nosso objetivo ? reestruturar a disciplina de f?sica tecnol?gica de maneira a tornar o canteiro de obras da constru??o civil o ambiente natural de aprendizagem, oportunizando ao aprendiz a associa??o entre a teoria e a pr?tica, permitindo ao sujeito processar em tempo real informa??es geradas entre suas constru??es cognitivas e suas contextualiza??es. Desta forma foi priorizada uma seq??ncia de a??es: em primeiro lugar, foi desenvolvido em sala de aula o conte?do program?tico, compartilhado com a sua contextualiza??o em experimentos laboratoriais presenciais executados de modo orientado pelos aprendizes. Posteriormente, foram levantados dados que associam a f?sica ? constru??o civil; para isto, foram realizadas visitas t?cnicas aos canteiros de obras possibilitando ao aprendiz a associa??o da teoria ? pr?tica em ambiente prop?cio ? abordagem construtivista. Como resultado, obtivemos uma reformula??o no programa da primeira disciplina de f?sica do Curso de Tecn?logos em Ger?ncia de Obras de Edifica??es, do Cefet/PB, fundamentada e implementada nos seguintes referentes: ementa da disciplina, metodologia trabalhada, implementa??o e an?lise. Trata-se de um processo din?mico, que re?ne e enfatiza ensino, aprendizagem, tecnologia, informa??o, criatividade, compet?ncias e habilidades, em um processo construtivista e, como conseq??ncia, tendo propiciado envolvimento institucional
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Al-Dawoud, Afeefa. "Preservice teachers' attitudes toward and knowledge about cooperative learning in Kuwait: A quasi-experimental study." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3070/.
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The issue of developing effective teacher preparation and professional programs by providing effective teaching and learning strategies to prepare teachers to teach in more challenging ways and change their old ways of teaching to more powerful ones has gained great attention around the world. Cooperative learning was one of the astonishing strategies introduced by many researchers to prepare effective teachers and to solve many educational problems. Teacher educators have taken different approaches to help teachers learn and change in powerful ways. They have focused on the knowledge and attitudes of teachers in promoting their adoption of new practices through educational courses, workshops, and training. After introducing the cooperative learning strategy through a training workshop, this study investigated the knowledge of and attitude of teachers at the College of Basic Education (CBE) in Kuwait towards cooperative learning as a new teaching and learning strategy. The literature reviewed the historical and practical use, theoretical roots, different models, and outcomes of cooperative learning. In addition, (1) teachers' knowledge and attitudes as factors affecting implementation and (2) preservice teacher preparation and training in the use of cooperative learning were reviewed. An attitude survey and a knowledge test were developed based on Bouas, (1993) survey and test. Additionally, an interview guide and a demographic data survey were all used to collect data. The survey and the test were translated into the Arabic language. Ninety-one responses of participants in two experimental classes and one control class were analyzed. Twenty-one participants were interviewed. A significant difference in knowledge of and attitude towards cooperative learning was found between experimental classes and the control class (p< .05 for both knowledge and attitude). In conclusion, the training workshop affected preservice teachers' knowledge of and attitudes toward the cooperative learning strategy. Therefore, the researcher suggested that cooperative learning should be introduced in the College of Basic Education in Kuwait and the University of Kuwait as another teaching and learning strategy.
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Abdallah, Mahmoud Mohammad Sayed. "Web-based new literacies and EFL curriculum design in teacher education : a design study for expanding EFL student teachers' language-related literacy practices in an Egyptian pre-service teacher education programme." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3202.
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With the dominance of the Web in education and English language learning, new literacies have emerged. This thesis is motivated by the assumption that these literacies need to be integrated into the Egyptian pre-service EFL teacher education programmes so that EFL student teachers can cope with the new reality of language teaching/learning. Therefore, the main objective of the present study is to develop a theoretical understanding of the relationship between Web-based new literacies and the teaching of TESOL in a way that supports the possibility of expanding Egyptian pre-service EFL student teachers’ language-related literacy practices by integrating some Web-based new literacies into their education programme, with specific reference to the context of Assiut University College of Education (AUCOE). This requires accomplishing minor objectives represented in: (1) identifying the range of those Web-based new literacies that Egyptian EFL student teachers need in this ICT-dominated age; (2) identifying those Web-based facilities beneficial to them, and why and how they can be beneficial; and (3) generating framework for EFL curriculum design based on both literature and empirical data. To accomplish this, a design-based research (DBR) methodology drawing on a pragmatic epistemology is developed and employed as the main research paradigm informing this design study. Thus, the research design involves a flexible three-stage research framework: (1) the preliminary phase, which acts as a theoretical and empirical foundation for the whole study, and informs a preliminary design framework; it involves reviewing relevant literature and obtaining empirical data through documentary analysis (100 documents), online questionnaire (n=50), and semi-structured interviews (n=19); (2) the prototyping phase that involves two iterations (36 participants in the first iteration, and 30 in the second) conducted in the Egyptian context to test the proposed design framework. Each iteration acts as a micro-cycle of the whole design study, and thus involves its own objectives, learning design, research methodology and procedures (in line with the main DBR methodology), and results; (3) the assessment/reflective phase which, based on the prototyping phase results, presents a final design framework for expanding EFL student teachers’ language-related literacy practices. This has implications for the EFL curriculum design process within the Egyptian context in general, and AUCOE in particular. Results indicate that throughout the two iterations, it has become evident that the process of expanding EFL student teachers’ language-related literacy practices by integrating some Web-based new literacies into the AUCOE pre-service programme is quite feasible once some design principles are considered. Some significant conclusions and educational implications are provided, along with some main contributions to knowledge in TESOL/TEFL, language-learning theory, research methodology, and educational practice as far as the Egyptian context of pre-service EFL teacher education is concerned.
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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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Klasander, Claes. "Talet om tekniska system : förväntningar, traditioner och skolverkligheter." Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65356.
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I samhället uppmärksammas tekniken för sin ökande komplexitet och systemiska karaktär. l vilken mån avspeglar sig detta i skolans teknikämne? Denna avhandling berör undervisning om tekniska system i ett skolperspektiv, med det huvudsakliga syftet att undersöka hur undervisning om tekniska system tas upp till behandling i skolan. Den övergripande frågeställningen är: Hur har skolan hanterat den didaktiska uppgiften att utveckla ett undervimingsområde om tekniska system? Avhandlingen är en monografi som bygger på delstudier av tre arenor med relevans för skolan. De tre arenorna omfattar huvudsakligen nationella styrdokument, läromedel respektive lärares arbete. Resultaten pekar bland annat på att tekniska system successivt förstärkts som undervisningsinnehåll i styrdokument och läromedel sedan slutet på 1970-talet. Denna förändring har skett parallellt med att teknikämnets beskrivning förändrats i grundskolan. I öäverenstämmelse med modern teknikfilosofi har teknik i skolsammanhang i allt högre grad kommit att framställas som en egen kunskapskultur och inte som en del av naturvetenskaperna. Detta har varit förutsättningar för att tekniska system har kunnat etableras som innehåll. Diskursen talet om tekniska rys/em har dock skiftat i karaktär över tiden. Gemensamt för de tre arenorna är att två hegemoniska diskurser har hämmat introduktionen av tekniska system. För det första teknikundervisningens egen fascination för enkla artefakter och, för det andra, en dominant naturvetenskaplig diskurs. Härmed fokuseras undervisningen på systemens komponenter, snarare än mot systemnivån. Så tenderar t.ex. undervisning om energisystem att handla om energiomvandlingar eller kemiska reaktioner, istället för systemens uppbyggnad, funktioner, eller dess relationer till människor och samhälle. Avhandlingen visar även att tekniska system framställs som faktiskt existerande och inte som mentala konstruktioner vars gränser måste bestämmas. Produktions- och transportsystem ges framträdande positioner i teknikinnehållet. Tekniska system belyses snarare som något som påverkar omgivningen, än att de är möjliga att påverka. Överlag finns en brist på systembegrepp. Dock har styr- och reglerteknik nått en viss position. 1 avhandlingen visas även hur människans roll relativt systemen tas upp och, i samband med detta, hur ett etiskt och politiskt tema vuxit fram inom arenornas teknikdiskurs. Temat har medborgerliga förtecken och tar sina motiv från en strävan mot en hållbar utveckling. Utifrån en teknikhistorisk emfas används argument för att eleverna bör studera tekniska systems framväxt och förändring.In our society technology is becorning increasingly complex. Technological systems are now part of our evetyday lives. To what extent is this reflected in the Technology subject? This dissertation concerns education and has the aim of investigating how technological systems are treated in the Swedish school system. The overarching question is: How has the Swedish compulsory school dealt with the pedagogical challenge of det'eloping miject content about technological systems? To answer this question, the discourse of school talk on technological systems across three different school arenas has been the focus of the study so that pedagogical challenges and historicallayers relating to the discourse can be outlined. The three school arenas are the formulation, mediation, and realisation arena. They mainly encompass national curriculae, text books and teachers work, respectively, from 1980 to 2009. On the realisation arena an interactive method has been used where the researcher collaborated with a team of teachers in a lower secondary school for two years. The results are presented in two ways. First, a set of offered companion meamngs found in the expressions on the arenas are presented. The compamon meamngs emanate from three kinds of rules regolating the discourse: educational focus, system languages and curriculum emphases. Second, each arena is discussed in detail. These discussions were arrived at by feeding the categories of compamon meamngs back into the analysis process as a tool to clarify themes, orders of discourse and changes over time. On the arenas subject content relating to technological systems has successive ly strengthened its position and can be found on several curricular levels. This shift is made possible by new descriptions of technology as a distinct field of knowledge, thus affecting the view of the school subject Technology. In a Swedish context this meant dissociation from the natural sciences. Two hegemonic discourses that make the pedagogical challenge to introduce technological systems more difficult have also been found: the hegemony of the artefact and the hegemony of science. The first relates to the subject's internal interest for small products and components. The second is based on a scientific precedence where Technology is used as an arena for the illustration of scientific laws and rules. Both hegemonies have the effect of directing the educational focus away from the systernic issues around the technology at hand. The search for answers is turned inwards and downwards in the systemic hierarchy. On the other hand, production systems and controi technology have established a position in the discourse. An emerging political and ethical theme concerned with the relation between citizenship, sustainable development and technology has forwarded a systems approach.
Avhandlingen finns även som talbok, TPB-nr: CA01926.
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Jackson, Esther Lynn. "Technology Preferences of Multiple Generations in the Workplace Classroom." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5725.
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Differences in race, ethnicity, gender, and age have shaped the most diverse workforce in recent years and have also influenced the workplace learning environment. Variability in age created several generations that presented an instructional challenge in the workplace for trainers who have not recognized and understood generational differences. The purpose of this study was to investigate how employees in 4 generations differed with respect to attitudes toward instructional approaches using technology in the workplace classroom. A theoretical framework incorporating Knowles' learning theory of andragogy guided this study, which used survey research methods within a quantitative design. The sample of 731 city employees from various departments completed the Media and Technology Usage and Attitudes Scales administered through an online survey tool. One-way ANOVA indicated that only on the Positive Attitudes Toward Technology scale, scores of the oldest generation, the Traditionalists, were significantly less positive than those of the 3 younger generations (Baby Boomers, Generation X, and Millennials) who did not differ significantly from each other. Research findings led to the conclusion that some differences existed in generational attitudes toward instructional approaches. Based on this conclusion, a 3-day leadership workshop was created, which includes recommendations for a customized approach to instructing the generations. Implications for social change include the potential for organizations to modify instruction to correspond with attitudinal differences of the generations and allow organizations in all industries to take proactive steps for workforce changes in learning.
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Broti, Marcelo Peralli. "O ensino superior no Centro Estadual de Educação Tecnológica Paula Souza: sujeitos, experiências e currículo (1969-1976)." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/10369.
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Previous issue date: 2012-08-31The research analyzed the history of the State Center for Technological Education Paula Souza (CEETEPS), between the years 1969 to 1976. We examined the first curriculum of the institution, within the mentioned period, emphasizing the relationship between curriculum and context. In addition, the survey sought to identify individuals who played important role in the institutional trajectory CEETEPS. The selected fonts are stored in the Document Management Center of the institution (CGD). The documentation has been analyzed from different types located in the collection. The analysis was based on theoretical references that discuss the curriculum and its relations with society, with emphasis on ideas and categories, and Michael W. Ivor F.Goodson Apple, in addition to the theoretical framework developed by the English historian EP Thompson. Inserted within the framework of social and economic transformations of the state of Sao Paulo in the early 1970s, the institution was an important vehicle for development policy of the state government in the period highlighted. Its curriculum was in line with situation university reform of 1968, based in many ways, in the human capital theory
A pesquisa analisou a história do Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS), entre os anos de 1969 a 1976. Foram examinadas as primeiras grades curriculares da referida instituição, dentro do período citado, privilegiando as relações entre currículo e contexto. Além disso, a pesquisa procurou identificar sujeitos que desempenharam papel relevante na trajetória institucional do CEETEPS. As fontes selecionadas estão arquivadas no Centro de Gestão Documental da instituição (CGD). A documentação foi analisada a partir das diferentes tipologias localizadas no acervo. A análise fundamentou-se em referenciais teóricos que discutem o currículo e suas relações com a sociedade, com destaque às ideias e categorias de Ivor F.Goodson e Michael W. Apple, além dos aportes teóricos desenvolvidos pelo historiador inglês E.P. Thompson. Inserida nos marcos das transformações sociais e econômicas do estado de São Paulo no início da década de 1970, a instituição foi um importante veículo da política desenvolvimentista do governo paulista no período em destaque. Sua proposta curricular esteve em consonância à conjuntura da reforma universitária de 1968, fundamentada, em muitos aspectos, na teoria do capital humano
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McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.
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Mohamed, Mohamed Atef Mogahed. "The education of technological innovators : engineering curricula with special reference to Saudi Arabia." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019649/.
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In view of the significance of engineering and of technological innovators or engineers in solving development problems as well as creating others, the engineering curriculum has not adequately responded to the requirements of the engineering function within modern world conditions. These conditions have been rapidly and continually changing and the problems have been changing and growing in complexity. Such an inadequate response has been recognised and attempts for reforming the engineering curriculum have been made. The attempts have manifested a shift away from the traditional model of the curriculum. Still, the overall response of the engineering curriculum to the demands of multidimensionality and complexity of development problems remains inadequate; the purely technical dimension of the engineering curriculum has been the main focus, while the non-technical dimensions have been neglected. Instead of responding by bending under pressure from immediate circumstances, or by continuing to be guided by earlier views which may have served their specific times and conditions, appropriate views on man, society and knowledge are needed to guide the reform of the engineering curriculum. Pragmatist views, represented by Dewey's, are suggested as a potential guide for the needed reform. For successful implementation of the reform of the engineering curriculum under pragmatist guidance in the Saudi Arabian context, resources and obstacles are identified. Islam, the adopted religion in the Saudi context, may seem to represent an obstacle. Contrarily, in spite of fundamental differences between Islam and pragmatist views, Islam can, in fact, accommodate the suggested pragmatist views for guiding the reform of the engineering curriculum in the Saudi context.
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Bates, Thomas D. "An assessment instrument to evaluate technology education curricula and its correlation to the standards for technological literacy." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002batest.pdf.
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Perpignan, Catherine. "Définition d’un cadre de compétences pour intégrer l’ingénierie durable dans les formations technologiques : application à l’écoconception." Thesis, Compiègne, 2021. http://www.theses.fr/2021COMP2653.
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La nouvelle génération d'ingénieurs doit être formée pour apprécier les impacts économiques, environnementaux et sociétaux de ses décisions, dans une perspective internationale et à l'échelle locale et mondiale. Accompagner la transition vers une ingénierie durable, former et être formé à cette ingénierie sont ainsi devenus depuis quelques années des enjeux majeurs pour la société, les industriels, les institutions de formation de tous niveaux, les enseignants et les étudiants. Dans un système à la fois mondial et local, collectif et individuel, concevoir, produire, vendre, utiliser et recycler des produits de plus en plus complexes sont autant de problèmes eux aussi complexes à résoudre pour les ingénieurs. Ils se doivent d’adopter une approche intégrative et systémique pour être prêts à relever de tels défis, qui dépassent les limites d'une seule discipline ou culture. Il est donc nécessaire de questionner la capacité du système éducatif actuel, et en particulier l’organisation et le contenu des formations supérieures en ingénierie, qu’elles soient initiales ou tout au long de la vie, à apporter une réponse adaptée à ces enjeux. Notre travail a consisté dans un premier temps à faire un état des lieux de l’intégration du développement durable dans les formations françaises pour identifier les forces et les faiblesses des programmes actuels. Partant de ce constat et en étudiant la littérature scientifique nous avons identifié les compétences et connaissances en ingénierie durable nécessaires à développer chez les étudiants et fait des propositions pour participer de l’évolution du système actuel. Nous les avons organisées dans un bloc de compétences en ingénierie durable et avons proposé un cadre de référence structurant – le modèle ROSET, pour aider les établissements, les équipes pédagogiques et les enseignants à concevoir leur offre de formation. Une démarche de mise en œuvre du modèle vient compléter et opérationnaliser le modèle. La dernière partie de ces travaux présente des exemples d’activités pédagogiques pour aider les enseignants à s'engager dans une nouvelle proposition éducative en s’appuyant sur ce cadre de compétencesThe new generation of engineers must be trained to measure the economic, environmental and societal impacts of their decisions, from an international perspective and on a local and global scale. Supporting the transition to sustainable engineering, training and being trained in this engineering field have therefore become major challenges for society, industry, training institutions at all levels, teachers and students from recent years. In a system that is both global and local, collective and individual, designing, producing, selling, using and recycling increasingly complex products are also complex problems for engineers to solve. They must adopt an integrative and systemic approach to be prepared to meet such challenges, which transcend the boundaries of any single discipline or culture. It is therefore necessary to question the capacity of the current education system, and in particular the organization and content of higher education courses in engineering, whether initial or lifelong, to provide an appropriate response to these challenges. Our work consisted initially in making an inventory of the integration of sustainable development in French training to identify the strengths and weaknesses of current programs. Based on this observation and by studying the scientific literature, we have identified skills and knowledge in sustainable engineering necessary to develop and have made proposals to participate in the evolution of the current system. We have organized them into a sustainable engineering competencies block and have proposed a structuring reference framework - the ROSET model. This model should help institutions, teaching teams and teachers to design their own training path. A model of the implementation process completes and operationalizes it. The last part of this work presents some examples of educational activities to help teachers who want to engage in a new educational proposition based on this framework of competences
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Barnes, James L. "An international study of curricular organizers for the study of technology." Diss., Virginia Tech, 1987. http://hdl.handle.net/10919/37284.
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The purpose of the study was to identify the key descriptors of a definition of technology and curricular organizers for use in the study of technology. Seven panels were used for the three round Delphi to identify the key descriptors and curricular organizers. The panels included: (1) technology educators, (2) philosophers of education, (3) philosophers of technology, (4) historians of technology, (5) anthropologists of technology, (6) futurists, (7) industrialists/business leaders.
A Thurstone and Chave Method of Equal Appearing Intervals was used to assign scale and Q values to each item ranked in the Q sort. An 80th centile was used for an item to achieve a consensus. The results of both research questions were rank ordered based on scale value from highest to lowest. Fourteen key descriptors of a definition of technology obtained a consensus. These are innovation; invention; creative; extends human capabilities (physical, social ,and intellectual); a process (change, individual, corporate, design, creative, and systematic); extension of human potential; problem solving; purposeful human manipulation of the material world; closely linked to science but not simply applied science, body of knowledge; used to solve problems and create opportunities; played an important role in the emergence of Homo sapiens; a system of tools, knowledge, and behaviors associated with the exploitation of environments; and has social, economic, political, and environmental impacts. Seven curricular organizers achieved a consensus. These are problem solving; process organizers (creativity, enterprise, systems, inventions, and problem solving); the process of technology; design and innovation; research and development; and awareness of implications and potential of technology (health, food, communication, production, and control).Ed. D.
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Fernandes, Jarina Rodrigues. "A integração das tecnologias da informação e comunicação ao currículo no PROEJA." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9663.
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Previous issue date: 2012-05-15Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims to identify ways to use the strategic potential of information and communication technologies (ICT) in order to build an integrated curriculum within the National Program for Integration of Professional Education with Basic Education, in the form of youth and adults Education (PROEJA). Before this challenge, it was sought in a first stage of research to critically understand the meanings of integration, curriculum and the presence / role of technology in the curriculum, specifying how they are considered in the base document of PROEJA, directed to technical professional education at average level / high school and the technical quality course plan, in the PROEJA form, from the São Paulo's campus of the Federal Institute of Education, Science and Technology of São Paulo.In a second stage, it was sought to create a critical collaboration context with the teacher of the investigated Computing course. This activity was expanded to other teachers in search of ways to share and build new meanings on the integration of technology into the curriculum of this course.The theoretic-methodological contributions of this research present characteristic of bricolage: to perform the documents analysis, it was employed thematic maps to support bakhtinian's technology and contributions, as well as principles and procedures of the Critical Research Collaboration to the development and analysis of the interaction along with the research subjects.The analysis of the base document points to the defense of an integrating education of basic education and professional education, with references of critical character, to the role of technology in society and in the curriculum. The analysis of the course plan introduces references to the integration and use of technologies with little emphasis on the operationalization of the integrated curriculum and the role of ICT.The analysis of the interaction to the subjects of research shows diverse meanings related to the integration of ICT into the curriculum of the investigated course. The critical-collaborative research conducted with the Computing teacher pointed to the relevance of: articulate the work with both theoretical and practical knowledge in dealing with ICT and create active role opportunities in the process of knowledge construction for the learners. In terms of challenges it has been identified the need for: reconsider the teacher-student relationship, cognize new methodologies aimed at teaching-researchteaching curriculum and other curriculum practices experienced in the other course disciplines.This last challenge conducted the expansion of the research activity to the other teachers of the course, which showed signs of integrating ICTs to the curriculum of several disciplines in which they were used: applications and software, audio, video, animations, teaching materials available on the web; virtual learning environment integrated to the classroom and research on the Internet. To improve such signals of integration it was raised the possibility of: partnerships between the work of the various disciplines and Computing discipline; involvement of technical staff in the process, the organization of a virtual learning environment for PROEJA; exchanges with students from other federal campuses, creation of a virtual space to publish routes and results of projects developed in the course. Before these possibilities, there were raise the difficulties related to the dynamic of class allocation and the lack of staff meetings per course. As a difficulty-possibility, there was raised the creation of spaces for dialogue between PROEJA teachers, a required activity to fulfill the integration of ICT and the curriculum in the mentioned course
Esta pesquisa tem o objetivo de identificar caminhos para a utilização do potencial estratégico das tecnologias da informação e comunicação (TIC), tendo em vista a construção do currículo integrado no âmbito do Programa Nacional de Integração da Educação Profissional com a Educação Básica, na modalidade de Educação de jovens e adultos (PROEJA). Diante de tal desafio, buscou-se, numa primeira etapa da pesquisa, compreender criticamente os significados de integração, currículo e a presença/papel das tecnologias no currículo, especificando como são considerados no documento base do PROEJA, voltado à educação profissional técnica de nível médio/ensino médio e no plano de curso Técnico em qualidade, na modalidade PROEJA, do campus São Paulo do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo. Numa segunda etapa, buscou-se criar um contexto crítico colaborativo junto ao professor de Informática do curso investigado, atividade expandida aos demais docentes, na busca de compartilhar sentidos e construir novos significados sobre a integração das tecnologias ao currículo do referido curso. Os aportes teórico-metodológicos da pesquisa apresentam características de bricolagem: para realização da análise documental, lançou-se mão de mapas temáticos com suporte na tecnologia e contribuições bakhtinianas; bem como de princípios e procedimentos da Pesquisa Crítica de Colaboração, para o desenvolvimento e análise da interação junto aos sujeitos da pesquisa. A análise do documento base aponta para a defesa de uma educação integradora da educação básica com a educação profissional, contendo referências, de caráter crítico, ao papel das tecnologias na sociedade e no currículo. A análise do plano de curso apresenta referências à integração e ao uso de tecnologias, sem destaque à operacionalização do currículo integrado e ao papel das TIC. A análise da interação com os sujeitos da pesquisa aponta diversos sentidos e significados relacionados à integração das TIC ao currículo do curso investigado. A investigação crítico-colaborativa realizada junto ao professor de Informática apontou para a pertinência de: articular o trabalho com conhecimentos teóricos e práticos ao abordar as TIC e oportunizar aos educandos um papel ativo no processo de construção de conhecimentos. Como desafios identificou-se a necessidade de: repensar a relação professor-aluno, conhecer novas metodologias voltadas ao ensino-pesquisa-ensino e práticas curriculares vivenciadas nas demais disciplinas do curso. Este último desafio conduziu a expansão da atividade de pesquisa aos demais docentes do curso, que apontou sinais de integração das TIC ao currículo em diversas disciplinas em que eram utilizados: aplicativos e softwares; áudios, vídeos, animações, materiais didáticos disponíveis na rede; ambiente virtual de aprendizagem integrado às aulas e pesquisas na Internet. Para aprimoramento de tais sinais de integração levantou-se a possibilidade de: parcerias entre o trabalho das diversas disciplinas e a disciplina Informática; envolvimento da equipe técnica no processo; organização de um ambiente virtual de aprendizagem para o PROEJA; intercâmbios com alunos de outros campi da rede federal; produção de um espaço virtual para publicar percursos e resultados de projetos desenvolvidos no curso. Diante de tais possibilidades, foram levantadas dificuldades relacionadas à dinâmica de atribuição de aulas e à falta de reuniões de professores por curso. Como dificuldade-possibilidade levantou-se a criação de espaços de interlocução dos professores do PROEJA, atividade necessária para que a integração curricular e das TIC ao currículo possam se realizar no referido curso
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ALEXANDRE, Ticianna Cardoso Marques. "Contribuição da integralização curricular para a formação dos saberes tecnológicos dos professores do curso de pedagogia da Universidade Federal do Ceará." www.teses.ufc.br, 2015. http://www.repositorio.ufc.br/handle/riufc/12701.
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ALEXANDRE, Ticianna Cardoso Marques. Contribuição da integralização curricular para a formação dos saberes tecnológicos dos professores do curso de pedagogia da Universidade Federal do Ceará. 2015. 120f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2015.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-09T15:20:00Z No. of bitstreams: 1 2015_dis_tcmalexandre.pdf: 1361465 bytes, checksum: 89acf432f752d31f47e40ad135c5af00 (MD5)
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The spread of information technology has brought impacts to all sectors of society from business transactions going through personal relationships work, study and research. This aspect creates a gap between the generations of those who teach and those who learn producing issues that bring consequences for education and that need to be thought critically. The teacher plays a role since their digital literacy implies directly in the use of technological tools to enrich the teaching practices. However what we have seen is more a high level of technological devices in educational institutions, but this material is most often unprepared teachers to use, thus impeding the means, the facilitator. Given the concern about the Pedagogy professionals were being prepared to give you with this reality, the objective of this research was that arises, to analyze the contribution of curriculum integration of the UFC Pedagogy course in the training of technological knowledge of their teachers. For this set itself the specific objectives to address and analyze the constant transformations of education in Brazil and its pedagogical practices, point and analyze the curriculum theories and their contribution to formation of Education, identify the changes that the democratization of technology has brought to the academic experience highlight the level of training of teachers and to learn technological teaching and check the curriculum integration of the UFC based on the analysis of teaching knowledge. Regarding the methodology, the present study is descriptive with qual-quantitative approach and as instruments we used the documentary and field research. Data collection was done through questionnaires given to teachers and graduates students of the UFC. Students consider the essential technology in the educational process, not only in the classroom but also in carrying out educational activities, and evaluate the disciplines do not address this importance, nor use this practice as improving school process. The subjects of the course payment do not address the importance of technological knowledge thus forming future teachers who come out with big deficit, having to seek other means to acquire this knowledge.
A disseminação da tecnologia de informação tem trazido impactos a todos os setores da sociedade desde as transações comerciais passando pelas relações pessoais de trabalho, estudo e pesquisa. Esse aspecto gera um descompasso entre as gerações de quem ensina e quem aprende produzindo questões, que trazem consequências para a Educação e que precisam ser pensadas criticamente. O professor tem papel fundamental visto que seu letramento digital implica, diretamente, no uso das ferramentas tecnológicas para enriquecimento das práticas didáticas. No entanto o que mais se tem observado é um alto nível de aparatos tecnológicos nas instituições de ensino, encontrando professores sem preparo para sua utilização, inviabilizando assim o meio, o instrumento facilitador. Diante da inquietude sobre como os profissionais de Pedagogia estariam sendo preparados para lhe dar com essa realidade, surge o objetivo geral desta pesquisa que foi: analisar a contribuição da integralização curricular do Curso de Pedagogia da UFC na formação dos saberes tecnológicos de seus professores. Para isso propôs-se como objetivos específicos levantar e analisar as constantes transformações da educação no Brasil e suas práticas pedagógicas, apontar e analisar as teorias curriculares e sua contribuição para formação da Educação, identificar as mudanças que a democratização da tecnologia trouxe para a vivência acadêmica, destacar o nível de formação de professores quanto ao saber docente tecnológico e verificar a integralização curricular do curso de Pedagogia da UFC como base à análise dos saberes docentes. No que tange a metodologia, o presente estudo é descritivo com abordagem quali-quantitativa e como procedimentos metodológicos foi utilizada a pesquisa documental e de campo. A coleta de dados se deu por meio de questionários aplicados aos professores e alunos egressos do curso de Pedagogia da UFC. Alguns resultados apontam que os alunos consideram a tecnologia essencial no processo educativo, não somente em sala de aula, mas também na realização de atividades didáticas, e avaliam que as disciplinas não abordam essa importância, nem tão pouco utilizam essa prática como processo de melhoria das aulas. As disciplinas da integralização curricular não abordam a importância do saber tecnológico formando assim professores que futuramente saem com grande déficit, tendo que procurar outros meios para aquisição desse conhecimento.
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Oliveira, Cristiane Tavares Casimiro de. "Integração de tecnologias ao currículo em escola pública de uma cidade digital." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20642.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research is part of the Graduate Studies in Education: Curriculum of PUC-SP, on the New Technology in Education line. The research aimed to answer the following question: How does the process of integrating technology into the curriculum occur in a context where: a) there is access to technological resources; b) the teachers take continuing education development for the pedagogical use of digital information and communication technologies (DICT), and c) the school allows for the implementation time prescribed in the literature to introduce technology for transformational pedagogical work? With this background, the general objective of the research consisted of understanding the DICT integration process into the curriculum of a municipal public school in a digital city and to show that such process happens in a spiral-like form. Specifically to characterize the research context; to identify the signs of technology integration into the curriculum through the reading of official documents such as teacher planning and lesson plans and the school's Political-Pedagogical Project and Action Plan; to identify, document and analyze the processes of use of technology linked to the school's activities by routine observation; to understand instances that suggest how the school understands the pedagogical use of DICT; and to offer the school teacher development focused on the use of technology aiming at analyzing the process of its pedagogical use. The theoretical framework was based on the areas of education technology, curriculum theory and the integration of technology into the curriculum. As for the methodology, the research-action resources were used to collect and generate data, such as: in loco direct observation, online questionnaire, individual and collective semi-structured interviews, and professional development for the pedagogical use of DICT. The research participants were teachers, learning mediators and school managers. Data analysis allowed to infer that the process of DICT integration into the curriculum was also a result of the teacher development process offered by the school and the process had characteristics that mirrored to the learning spiral as developed by Valente (2002). Throughout the analyses it was possible to note that the ascendent spiraling movement did not occur; instead, a horizontal spiral in scope and comprehensiveness occurred, followed by a web-shaped movement that emerges from the interaction among individuals mediated by cooperation, interaction and the interdisciplinary work at the school. This research shows that knowledge sharing promotes both teachers’ growth in the process of pedagogical appropriation of technology, and integration of technology into the curriculum
A presente pesquisa insere-se no Programa de Pós-graduação em Educação: Currículo da PUC-SP, na linha de pesquisa Novas Tecnologias em Educação. A investigação pretendeu responder à questão: Como acontece o processo de integração de tecnologias ao currículo em um contexto onde há acesso aos recursos tecnológicos, os professores passam por formação continuada para uso pedagógico das Tecnologias Digitais de Informação e Comunicação (TDIC) e a escola tem o tempo de implantação de tecnologias indicado pela bibliografia como importante para a transformação do trabalho pedagógico? Nesse sentido, o objetivo geral constituiu em compreender o processo de integração das TDIC ao currículo em uma escola pública municipal de uma cidade digital e mostrar que esse processo ocorre de forma espiralada. Especificamente, caracterizar o contexto da pesquisa; identificar indícios de integração de tecnologias ao currículo por meio da leitura dos documentos formais, como: planejamentos e planos de aulas dos professores, Projeto Político-Pedagógico (PPP) e Plano de Ações da escola; identificar, documentar e analisar os processos de uso de tecnologias vinculadas às atividades na escola por meio da observação cotidiana; compreender as manifestações que indicam como a escola entende o uso pedagógico das TDIC; oferecer, na escola, formação para uso de tecnologias, e analisar o processo de sua utilização pedagógica. O referencial teórico foi encontrado nas áreas de tecnologias na educação, teoria de currículo e integração de tecnologias ao currículo. Como metodologia, foi utilizada a pesquisa-ação, lançando mão de diversos instrumentos para levantamento e geração de dados, como: observação direta in loco; aplicação de questionário on-line; entrevistas semiestruturadas individuais e coletivas; e formação para uso pedagógico de TDIC; considerando como participantes da pesquisa professores, mediadores de aprendizagem e gestores da escola. A análise dos dados permitiu inferir que o processo de integração de TDIC ao currículo é fruto também da formação oferecida na escola e apresentou características que o aproximam do modelo teórico de espiral da aprendizagem proposto por Valente (2002). Durante as análises, foi possível notar que o movimento espiralado ascendente ocorreu, porém mais horizontal, em abrangência e amplitude, acompanhado por um movimento reticular, que emerge da interação entre os indivíduos mediados pela cooperação, interação e pelas possibilidades de trabalho interdisciplinar na escola. A presente pesquisa aponta que é no compartilhamento de conhecimentos que pode haver tanto o crescimento dos professores no processo de apropriação pedagógica de tecnologias como também a integração de tecnologias ao currículo
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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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Piorino, Gilda Inez Pereira. "A formação do professor e o desenvolvimento de competências pedagógico-digitais: experiência em escola pública que participa do Projeto UCA." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9669.
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Previous issue date: 2012-06-27Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis shows that the training of teachers from a school that participates in the One Computer per Student UCA Project (Projeto Um Computador por Aluno Projeto UCA) allows the development of digital-pedagogical competencies. It also intends to provide the understanding of the concept of digital-pedagogical competencies, offering contributions to the development of theories which may deal with the levels that characterize the evolution process of the teacher s technological and pedagogical appropriation, considering other already existent theories that are related to the appropriation of technologies. For that, an investigation was carried out at the school EE Antonio Carlos Ferreira Nobre, São Paulo, whose teachers took part in the second phase of the UCA Project. This phase involves the implementation of educational laptops in public schools for the use of both students and teachers, and the training of teachers so they can use this technology and the infrastructure to access wireless Internet, bringing to the schools new concepts related to mobile technology. Pontific Catholic University of São Paulo (PUCSP Pontíficia Universidade Católica de São Paulo) was responsible for the teachers training. Considering the assumption that the laptop s pedagogical appropriation is connected to technological appropriation, in a competent and conscious way, the research s theory includes the concepts of technological appropriation, competencies, and consciousness. These are also used as categories for the study that aims to identify the teachers advances regarding the educational laptop pedagogical appropriation. There is also the assumption that the levels of the laptop s pedagogical appropriation are associated with these categories, to a lower or higher degree. The identification of the teachers technological and pedagogical difficulties during the training process that took place at the school EE Antonio Carlos Ferreira Nobre led the trainers to establish new strategies for the course s development. These included workshops regarding themes directly related to the teachers needs concerning the activities done with the laptop, so to increase these teachers consciousness level. The observations of the initial stages of the training process and of the workshops developed allowed for an understanding of the challenge faced by the teachers when they had to deal with this new technology, in addition to their difficulties, and the values and meanings attributed by these teachers. This knowledge guided the next steps in the training process so the teachers could appropriate the technologies, developing new and diverse competencies for the execution of their pedagogical practices. The identification of the teachers advances regarding the laptop s pedagogical and technological appropriation was analyzed based on the theories about appropriation development proposed by Sandholtz, Ringstaff and Dwyer (1997);on the studies by Borges (2009) regarding technological appropriation (emphasizing her conclusions about the impact caused by the emotional aspects on this appropriation s development); and on the digital competencies model created by Krumsvik (2008), which was produced with the intention of confirming the direct relation among the categories appropriation, consciousness and competencies. In order to enrich the reflection, a dialogue was created with theorists and specialists who emphasize the importance of the teacher s training occurring in a constructive and contextualized situation along with the consciousness of the people who took part in the project, such as Freire (1983), Valente (1999), Almeida (2004),and Prado (1996). The studies that were carried out by the PUCSP s team, who was responsible for the training, allowed the conclusion that the strategies added to the training s initial methodology permitted the teacher s grasping of consciousness and somehow the customization of the course according to the class s profile, respecting each teacher s way of learning. The technological and pedagogical appropriation of the laptop is currently in process, and tends to proceed since, as the course progresses, this has created opportunities for the teachers to reflect on the teaching and learning processes concerning the laptop and to develop new levels of competencies. At the end of the course, the PUCSP team introduced a support plan for the teacher that will allow the training process to continue. Even though the students were not the subjects of the research, the investigation also allowed the comparison between the students and the teacher s technological appropriation processes, permitting the observation of a digital gap between them which is becoming smaller as the teachers reach higher levels of technology pedagogical appropriation, developing the digital-pedagogical competency, whose concept was introduced and analyzed during this research
Esta tese tem como objetivo mostrar que a formação dos professores de uma escola que participa do Projeto Um Computador por Aluno Projeto UCA possibilita o desenvolvimento de competências pedagógico-digitais. Visa, também, compreender o conceito de competência pedagógico-digital, oferecendo subsídios ao desenvolvimento de teorias que pressuponham níveis que caracterizem o processo de evolução da apropriação tecnológica e pedagógica do professor, considerando outras já existentes e que dizem respeito à apropriação de tecnologias. Para isto, foi realizada uma pesquisa na EE Antonio Carlos Ferreira Nobre, São Paulo, cujos professores participam da 2ª Fase do Projeto UCA, que prevê a implantação de laptops educacionais nas escolas públicas, para uso de professores e alunos, formação para o uso desta tecnologia e infraestrutura para acesso à internet sem fio, introduzindo na escola novos conceitos relacionados à tecnologia móvel, entre outros. A formação desses professores coube à Pontifícia Universidade Católica de São Paulo. Considerando o pressuposto de que a apropriação pedagógica do laptop está vinculada à apropriação da tecnologia em uso, de modo consciente e competente, o aporte teórico que embasa a tese inclui os conceitos de apropriação tecnológica, competências e conscientização, os quais também assumem o caráter de categorias para a pesquisa que visa identificar os avanços dos professores em relação à apropriação pedagógica do laptop educacional. Tem-se como pressuposto que os níveis de apropriação pedagógica do laptop educacional estão associados à presença, em menor ou maior grau, dessas categorias. A identificação das dificuldades tecnológicas e pedagógicas dos professores, durante as ações de formação dos professores da EE Antonio Carlos Ferreira Nobre, levou os formadores a utilizarem novas estratégias para o desenvolvimento do curso, inclusive oficinas sobre temas diretamente relacionados às necessidades dos docentes para a execução de atividades com o laptop, potencializando a conscientização dos docentes. O acompanhamento da formação inicial prevista e das Oficinas permitiu compreender o desafio de como os professores recebem essas novidades, suas dificuldades, os valores e sentidos implicados para o sujeito professor e, com isso, os caminhos percorridos para se apropriarem das tecnologias, desenvolvendo novas e diversificadas competências para a execução de sua prática. A identificação dos avanços dos professores, em relação à apropriação tecnológica e pedagógica do laptop, foi analisada com base no modelo de evolução da apropriação desenvolvido por Sandholtz, Ringstaff, Dwyer (1997), nos estudos de Borges (2009) sobre apropriação tecnológica, enfatizando, sobretudo, suas conclusões sobre o impacto do aspecto emocional para a evolução desta apropriação, e no modelo de competências digitais elaborado por Krumsvik (2008), com o objetivo de ratificar a relação direta entre as categorias apropriação, conscientização e competências. Com o objetivo de enriquecer a reflexão, foi estabelecido um diálogo com teóricos e estudiosos que enfatizam a importância de a formação do professor ocorrer na perspectiva construcionista e contextualizada, com conscientização por parte dos sujeitos envolvidos, tais como, Freire (1983), Valente (1999), Almeida (2004) e Prado (1996). Os estudos realizados permitiram concluir que as estratégias acrescentadas à metodologia inicial do curso de formação, criadas pela equipe deformação da PUCSP, estão possibilitando a conscientização do professor e, de algum modo, a personalização do curso conforme o perfil da turma, respeitando o modo de aprender de cada professor. A apropriação tecnológica e pedagógica do laptop está em processo e tende a continuar, pois à medida que o curso avança, permitindo ao professor refletir sobre os processos de ensinar e aprender com o laptop, novas competências são desenvolvidas pelos mesmos. Ao término do curso, a PUCSP introduziu um Plano de Sustentação e Apoio ao docente que possibilitará a continuidade do projeto na escola, independente das ações externas de formação. Ainda que os alunos não tenham sido objeto da pesquisa, a investigação permitiu, também, realizar um comparativo entre os processos de apropriação tecnológica de professores e alunos, concluindo que as brechas digitais entre eles diminuem à medida que o professor avança em níveis de apropriação pedagógica das tecnologias, desenvolvendo a competência pedagógico-digital, cujo conceito foi introduzido e analisado neste trabalho
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Wang, Pao-Ti, and 王保堤. "The design-approach curriculum to middle school students’ technological creativity influence." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/98820575682464276322.
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碩士國立臺灣師範大學
工業科技教育學系
94
The main purpose of this study was to develop the design-approach curriculum, and to discuss the curriculum influences that regarding the middle school students’ technological creativity. The subjects of this study are two classes of seventy-six students 7th graders in a junior high school in Taipei. Williams’ Creativity Assessment Packet test was given before and after the curriculum to help understand the process about the concrete performance of student teams in technical creativity. Furthermore, during the process and after the course, classroom observation , formal and informal interviews were also conducted. After the data collection, the reorganization and the analysis, the findings discovered that: 1.The design-approach curriculum has a positive influence on student team’s technical creativity. 2.The design-approach curriculum has the positive influence on student team’s conception creativity. 3.The design-approach curriculum has the positive influence on student team’s product creativity. 4.The design-approach curriculum has enormous great help in the promotion of student’s design and making ability, as well as the cultivation of technical creativity, especially in the dimensions of " fluency ability", "accommodation ability ", and " progress ability ".
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Te-Jen, Chen, and 陳得人. "A Quasi-Experimental Study of Infusing Technological Literacy into Elementary School Curriculum." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/03688854798502249257.
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碩士國立臺灣師範大學
工業科技教育研究所
89
The purpose of this study was to explore both the approach and effect of infusing technological literacy into elementary school curriculum. In order to fulfill the objectives, the researcher first constructed an approach to infuse technological literacy into present curriculum after reading related references. Afterward the learning activities and teaching materials towards natural science curriculum of elementary schools were designed according to the approach. Through six weeks teaching experiment, by nonequivalent-control group design as a quasi-experimental study, sixth-grade elementary school students were sampled purposively as subjects; applying “Test of Technological Literacy”, “Periodical Test of Natural Science”, and “Questionnaire of Learning Feedback” to evaluate the effect of the instruction. Generalizing all the results, the researcher made following conclusions: (1) The learning activity’s effect of infusing technological literacy into natural science curriculum of elementary schools was fine; however, there were still a bit to improve. (2)The approach of infusing technological literacy into present curriculum, which is constructed by the researcher, had been field-tested effectively through learning activities designing and teaching experiment.
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Hsin-Yi, Liaw, and 廖心怡. "A Study of the Optimal Finance Curriculum at Technological and Vocational Universities/Colleges." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/04865062866053257013.
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碩士國立彰化師範大學
商業教育學系
91
The main purpose of the study was to design the optimal finance curriculum at Technological and Vocational universities/colleges. In order to accomplish the purpose, the author used document analysis, interview and survey research to gather the information and gain the outcomes. 1018 questionnaires were sent to the professors of Technological and Vocational universities/colleges, supervisors, and experienced employees of enterprises with 370（36%）usable returned. The collected data were analyzed by using factor analysis, descriptive analysis, MANOVA, t-test, Person correlation analysis, and non-parametric statistics method. The following was six suggestions derived from the results of the study. A.For the financial vocational education aspect 1.To foster professional and broad-educated personnel. 2.To strengthen experience-based characteristic of vocational education. 3.To extend more elective courses. 4.To provide a strong base of analytic tools. 5.To provide consultant service of career planning and taking courses. B.For enterprise’s training course: To more emphasize finance theory in training courses. C.For students who major in finance: To take courses by vocational career planning. D.For the Ministy of Education and Department of Technology and Vocational Education 1.To investigate and study benefit and shortcoming of other countries and to mark out whole plan for education policy. 2.To assist vocational education in its experience-based characteristic. 3.To build a professional teacher database who can provide real enterprises’ experience.
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Gaines, Jason Michael. "Music Technology and the Conservatory Curriculum." Thesis, 2018. https://doi.org/10.7916/D8NP3MW2.
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Music conservatories play an important role in the musical development of musicians. Students often choose to attend a conservatory because they are seeking to focus their efforts on honing their skills as performers, composers, or both. The use of music technology has increased in recent years as hardware and software has become more user friendly, resulting in the incorporation of music technology into the professional practice of musicians. While the innovation of technology has been swift, the adoption of music technology by educators in music conservatories has been slow when compared to those in other institutions of higher education. With each passing year, conservatories are graduating an increasing number of musicians who are met with greater expectations than those of previous generations. This multi-site case study investigated the perceived role of technology in the conservatory curriculum as reported by conservatory students and faculty. Further, this study examined the supports that are in place, for both students and faculty, in regard to integrating technology into current and future curricula. Research has been conducted to investigate the integration of technology into curricula; however, the research tends to focus on challenges for technology integration rather than technology as a tool for supporting sound pedagogical practice.
Findings from this study indicate that students wish to see an increased presence of music technology in the curriculum as they hone their skills during their studies. Further, increased access to music technology, as well as support on using music technology in effective and engaging ways during instruction was identified. Conservatories can benefit from additional staff positions to support the use of music technology, frequent and relevant professional development for faculty, additional computer laboratories for student and faculty use, and increased communication between students, faculty and administration on the use of music technology throughout the conservatory. The implications of the findings and recommendations have the potential to positively impact the experience of students in conservatory communities. Future avenues of research might investigate the relevance of conservatory pedagogy in modern music performance and composition, pathways to support consistent and relevant professional development, and necessary supports to increase access to music technology for faculty and students.
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Chang, Chia Lin, and 張佳琳. "The study of curriculum reform on the perception of Political Sociology─the Coherent Curriculum Reform in Technological & Vocational Education for example." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/29616902566951036415.
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博士國立臺灣師範大學
教育研究所
90
Political Sociology is a theory that studies the relationship and the strategy of political and sociological events. It adjusts itself to the systematic interaction, even though political and sociological events are deeply influenced by the social change such as economy, politics, and culture . Political Sociology emphasizes on the relationship between system and environment, and also stresses the importance of the strategy and the authority under social change. The assertion of Political Sociology is that to understand political and sociological events has to analyze the main factors of the whole relationship and process of strategy. This study reviews the content of curriculum reform from the view of Political Sociology. Curriculum reform not only exists in the social world but also in a dynamic condition. It consists of internal and external elements and meanwhile, proceeds to the process of input and output. That is to say, change, conflict, contest, negotiation, accommodation, and transformation are the elements of curriculum reform. There are three main parts in the study. The first part is to study contents and issues of curriculum reform from the aspect of Political Sociology, and to set up the framework of curriculum reform for analyzing. The second part is under the framework of Political Sociology to analyze the origin and the interaction of the Coherent Curriculum Reform in Technological & Vocational Education from the bases of relation and strategy. The third part is to make self-examination of present curriculum reform, and to survey the development of all curriculum reform from Political Sociology. This study brings up five issues - system, change, power, interest, and policy as the framework of curriculum reform for Political Sociology to analyze. Meanwhile, this study not only reveals the systematicness between curriculum reform and environmental change, but also the politicization of reforming process. The mission of the Coherent Curriculum Reform in Technological & Vocational Education and other present curriculum reforms is to help one country and its education to match the rationality and legitimacy. According to the result of systems analysis, the suggestions are as the following: first, there should be the autonomy in curriculum reform; second, in order to achieve the goal of reform, it is necessary to clarify the background of reform and to harmonize (reconcile) differences among groups and in forms of knowledge such as the meaning in society, the attribution of power, and the orientation of interest.
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Tseng, Shu-Huei, and 曾淑惠. "A Study of the Relationship between Gaming Curriculum versus Gaming Cognitive Behavior and Curriculum Satisfaction - a Case Study of a Technological University." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/c2uek9.
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碩士萬能科技大學
經營管理研究所在職專班
104
The purpose of this study is to explore the existing gaming curriculum for college students with their cognitive behavior and the relevance of their curriculum satisfaction. First, a numerous literature review has been done, and deep interviews with experts in gaming education have been recorded; with thorough analysis and documentation, according to the four variables, the pretest questionnaire was prepared. After 105 students responded the revised questionnaires, a detailed inspection of the data was taken by statistical software. Next, through a confirmatory factor analysis, the results showed the 12 relevant facets corresponding to the four variables. The study found that the gaming curriculum on college students’ gaming cognitive behaviors and their overall curriculum satisfaction was based on the four variables, namely, "Students’ Gaming Behavior," "the norms of law and social ethics," "academic and gaming curriculum," and " overall curriculum satisfaction." The reliability of the subscales ranged from 0.83 to 0.94. Lastly, the findings are (1) Both academic and gaming curriculum have a positive impact on students’ gaming behavior, (2) Both academic and gaming curriculum with the establishment of the norms of law and social ethics display a positive impact, and (3) There is a positive relationship academic and gaming curriculums, and students’ gaming satisfaction . In summary, the conclusions and suggestions of this study urge further studies for the academic and practical fields.
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kaun-lu, Chen, and 陳冠祿. "A Study of Curriculum Contents for Aviation Maintenance Education in the Technological and Vocational Schools." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/37391395856788486126.
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碩士國立臺北科技大學
技術及職業教育研究所
90
Taiwan government has chosen the aerospace industry for the ten newly-growth industries since 1990. Also along with so-called open-air policy, the future of aviation maintenance industry is prosperous. The production value of aviation maintenance industry is the major part of aerospace industry. And to establish the guaranteed aviation safety depends on the complete support from aviation maintenance. Therefore, the needs for aviation maintenance education are urgent. The purpose of this study is to investigate the current status of curriculum contents for aviation maintenance education in the technological and vocational schools. The methods applied in this study are based on documental analysis, group experts meeting, the modified Delphi technique and questionnaire survey. And the present study provides a literature review as a theory foundation. The experts were invited to examine the items on the curriculum contents in aviation maintenance. The Delphi Technique was applied for three times to collect data and opinions. Also along with self-designed questionnaires, we collected the opinions of the experts from different territories in Taiwan. This study got five principal conclusions and four suggestions to further develop aviation maintenance education for the technological and vocational schools.
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Hsu, Hui-Mei. "Technological transformation : a case study of technology integration in a foreign language program /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3242874.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4149. Adviser: Karen A. Ferneding. Includes bibliographical references (leaves 226-231) Available on microfilm from Pro Quest Information and Learning.
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HSIUNG, YU CHIUNG, and 尤俊雄. "System Analysis to Conceptual Framework for Technological and Vocational Innovation Toward 21st Century of Curriculum System Research." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/57569121681124086599.
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碩士國立臺北科技大學
技術及職業教育研究所
88
The main goal of this research is to understand the technologies and methods of System Analysis through literature study, interview, and questionnaire investigation to understand the types and models of Technological and Vocational Education Curriculum innovation. Using direct the way of Technological and Vocational Education. It will upgrade the industrial and the nation competition. Therefore, this research will, in accordance with the following work content, attain the below goals: 1. Enquire the skill and manner of System Analysis, 2. Collect the current literature study, 3. Proceed the literature study, 4. Specify the present practical problem, 5. Understand the application of System Analysis on Technological and Vocational Education Curriculum, and the types the models to comfire the ways. As the above goals, understand the System Analysis concepts, and enquire the models and strategies of Technological and Vocational Education Curriculum. Lnasmuch and the influence let Integrate the General Education and Technological and Vocational Education. Let our education become multivariant and refinement to archive perfectly. The study has two models which develops form basic on study . It only applies administrators and teachers of skill and professional education. According to the deepth of the inside model and width of the outside model, we can develop excellent and various text books. Over all the study, we know that there are many reasons affected the courses of skill and professional education. The two main types are inside factor and outside factor . The outside factor has more power than inside factor. Therefore, in order to collect all the related references and the outside model processe .
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Goolam, Faroon. "The scientific and technological literacy of first year physics students : the effects of a traditional school curriculum." Thesis, 2001. http://hdl.handle.net/2263/30264.
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