Дисертації з теми "Education technologie"
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Djetebaye, Djimet. "Radio et education au tchad pour un projet d'une technologie educative au service du developpement." Caen, 1986. http://www.theses.fr/1986CAEN1015.
Повний текст джерелаIn africa in general, and in chad in particular, broadcasting is considered as a sociological phenomenon ans as such must naturally be helpful for mass education. My intention here will be only to try to set out the basis (as a project) of a methological approach allowing to exploit the potentialities of broadcasting. I'll tackle the problem in a way of inteactions on two levels : the production the educational messages and their distribution. To be complete, i think that the method of approaching the systems of communication must absolutely stop concentring on the origins and the meaning of the messages only that is to say their production and take into account the process of their distribution too that is to say how they reach the listener
Alves, de Jesus José. "Nucleo de Tecnologia Educacional de Jacobina - NTE14 : um estudo sobre a falta de conhecimento de uma abordagem pedagogica /." Thèse, Chicoutimi : [Senhor do Bonfim, Brasil : Université du Québec à Chicoutimi ; Universidade do Estado da Bahia], 2003. http://theses.uqac.ca.
Повний текст джерелаLortie, Johanne. "Le transfert de la technologie des communications en Amérique du Sud." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5745.
Повний текст джерелаNooriafshar, Mehryar. "New and Emerging Applications of Tablet Computers such as iPad in Mathematics and Science Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82920.
Повний текст джерелаKakavand, Samaneh. "The University’s Strategy behind the Implementation of Mobile Technology in Education & User Adaptation." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTD020/document.
Повний текст джерелаEmpirical studies of mobile technology in education are scarce. According to the literature review, different theoretical studies criticizing the current models of technology acceptance and adoption are seeking for changes, but not many research works have been conducted in the field. There are few empirical data about the university’s strategy in adoption and implementation of mobile technology as well.This research confirms the lack of such empirical studies, especially regarding user’s responses to mobile technology and their adaptation strategies in education. Hence, more rigorous research is needed to understand the perceptions and adaptation process of university’ participants. Furthermore, the literature review suggests a lack of theoretical consensus on adaptation of mobile technology in education.Theory shows that the education needs a holistic view of mobile technology adoption and investigation of its different aspects and components. Few research works were conducted in investigating a whole organizational implementation.This dissertation aims at understanding the strategy of university for adopting and implementing the mobile technology.This research is articulated around two main research questions:• Why is mobile technology used in higher education? (at the strategic level)• How is mobile technology used in higher education?This study is an exploratory research in order to allow the theory to emerge from the empirical results and this research is inspired from the Grounded Theory.In total, two case studies were conducted. Two French engineering universities were selected as our fields of study:• First case study is carried out during a 6-month direct observation at engineering university A (equal to 1155 hours) including 193 students and 88 faculty members.• Second case study is carried out during a 4-month direct observation at engineering university B (equal to 704 hours) including 115 students and 29 faculty members.In addition, 15 semi-directive interviews were conducted with professors in charge of mobile technology project, the university’ director, head of the department as well as IT and administrative staff. All data were coded and analyzed.During this research, we constantly compared our findings and the coded data to the emerging incidents and to the emerging concepts with the purpose of generating categories and comparing with the findings acquired from the fields of research.The main contributions can be classified into four categories:• Utilization of mobile technology (according to students, faculty members use),• An analysis of the participant’s perceptions of the adopted mobile technology• An analysis of participant’s coping activities (IT related, Task related and self-related) and three phases of adaptation process (individual, organizational, and group level)• A study of the main university’s strategy towards the adoption of mobile technology and how far it supports changes towards mobile technology appropriation.The conclusion brings managerial implications, theoretical implications and some recommendations for further studies in order to deepen the research and to answer several hypotheses issued from our results
Hanusová, Lucie. "Analýza využívání ICT v procesu vzdělávání na základních školách." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-199043.
Повний текст джерелаHoule, Hélène. "Les croyances préalables d'enseignants, à l'ordre primaire, à l'égard des pratiques pédagogiques relatives à la gestion de l'enseignement et à la gestion de l'apprentissage des sciences et de la technologie au primaire /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2001. http://theses.uqac.ca.
Повний текст джерелаNyirongo, Nertha Kate. "Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26827.
Повний текст джерелаPh. D.
Lavoie, Francyne. "Étude sur la technologie de l'instruction du langage à la maternelle /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1990. http://theses.uqac.ca.
Повний текст джерелаBosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi, and Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.
Повний текст джерелаManneux, Guy. "Caractérisation des situations de production en technologie au collège." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2004. http://tel.archives-ouvertes.fr/tel-00133635.
Повний текст джерелаKomrska, Jan. "Elektronické vzdělávání v ČR: Profil zákazníka a situace na trhu." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-193567.
Повний текст джерелаBrandt-Pomares, Pascale. "Les technologies de l'information et de la communication en didactique de l'éducation technologique Analyse des instruments de l'activité enseignante." Habilitation à diriger des recherches, Aix-Marseille Université, 2013. http://tel.archives-ouvertes.fr/tel-00983565.
Повний текст джерелаRAMIREZ, ELIANA L. C. R. "Education rurale et technologie agricole pour le developpement rural au bresil. Etude de cas : municipe de campinapolis-mato grosso." Paris 3, 1988. http://www.theses.fr/1989PA030031.
Повний текст джерелаThe transfert of model developement and culture is one of the main responsables factors to economical crise and dependence in latin america. The rural education and agricultural technology are directly related to model developement and culture. The economical modernism and dynamism provokes in little villages like campinapolis-brazil, socio-culturels and economical distablishments. Where rural education and agricultural technology dont accomplish their role. There is a necessity of one alternative technology and one educational proposition more adapted to the little farmer's reality. We suggest a proposition of an agricultural school with one adapted pedagogy to the rural man and with an accessible technology easy to applicate by the little farmers. In this way we can attain a real developement
Ramirez, Eliana L. C. R. "Education sociale et technologie agricole pour le développement rural au Brésil étude de cas, municipe de Campinapolis, Mato Grosso /." Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb376178819.
Повний текст джерелаGrugier, Olivier. "Réalisations sur projet en technologie - Etude comparée de curriculums réels." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2005. http://tel.archives-ouvertes.fr/tel-00160394.
Повний текст джерелаCrindal, Alain. "Enquête sur les figures de la démarche de projet en technologie." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2001. http://tel.archives-ouvertes.fr/tel-00136619.
Повний текст джерелаLannabi, Mohammed. "Technologies modernes de communication dans l'enseignement supérieur algérien." Université Stendhal (Grenoble ; 1970-2015), 1987. http://www.theses.fr/1987GRE39034.
Повний текст джерелаLiu, Chenchen. "Integrating touch screen tablets in early childhood education ? : inquiry and experimentation in a French kindergarten." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG009.
Повний текст джерелаIntegrating touch screen tablets in early childhood education is promising but challenging. The main three subjects involved in this integration are child, parent and teacher. This dissertation investigated child manipulation, parent attitudes and teacher acceptance respective to answer the question of the effectiveness of integrating touch screen tablets in early childhood education. In the Child part, two studies were conducted. The first study explored child digital manipulation behaviors on a touch screen tablets and made a conclusion that technology difficulty in a game app in the tablets matters more than content difficulty. The second study investigated the effectiveness of the adaptive difficulty adjustment in game-based learning in child cognitive skills achievement and enjoyment experience. And the results indicated that the game design significantly impacts on child comprehension and digital manipulation and the adaptive difficulty adjustment positively influenced child cognitive skills achievement in literacy, basic mathematics and basic drawing while no significant difference was found in child enjoyment experience between the experiment and control group. In the Parent and Teacher part, based on the survey and interview results, parents hold positive attitude towards touch screen tablets integrated in early childhood education and they strongly believed the potential of tablets to improve children learning. For teachers, it was found that the age is the key element impacting their acceptance of using tablets in their pedagogy, and teachers expected more practical instruction of using tablet in their teaching
Laisney, Patrice. "Intermédiaires graphiques et Conception Assistée par Ordinateur - Étude des processus d'enseignement-apprentissage à l'œuvre en technologie au collège." Phd thesis, Université de Provence - Aix-Marseille I, 2012. http://tel.archives-ouvertes.fr/tel-00955099.
Повний текст джерелаSadji, Habib. "Les élèves et la technologie au collège : point de vue curriculaire." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2008. http://tel.archives-ouvertes.fr/tel-00422177.
Повний текст джерелаLasson, Christophe. "Ruptures et continuités dans la familiarisation pratique en technologie de l'école pré-élémentaire au collège." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2004. http://tel.archives-ouvertes.fr/tel-00133502.
Повний текст джерелаKnibbe, Cédric. "Concevoir avec des technologies émergentes pour la construction conjointe des pratiques et des artefacts : apports d’une méthodologie participative à l’innovation technologique et pédagogique." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1123/document.
Повний текст джерелаInformation and Communication Technologies have the potential for deeply transforming teachers’ practices. However, this requires design solutions to be adapted to these practices and, at the same time, to foster innovations, in terms of improvements for teaching and learning activities. This thesis aims at highlighting design factors that allow the articulation between these goals, in the context of a design project with emerging technologies for education. The research focuses onthe design process: joint definition of a technical system (an application on an interactive tabletop) and of teaching practices (via pedagogical scenarios); involvement of future users; design hypothesis assessment modalities; framing the scope of design possibilities. Our hypotheses concern the potential effects of these factors on the reaching of a compromise between integration and innovation related goals.Analyses cover the entire design process, in order to longitudinally examine the various design techniques used and the design process advancement. In particular, design choices related to some of the features of the artifact are analyzed to investigate the links between design factors and integration/innovation related goals.Results show that: (i) using and redefining pedagogical scenarios, involving users as co-designers, confronting the design solutions with prototypes and simulations and identifying users’ needs facilitate the technical definition of the application and its integration in future teaching activities; (ii) defining the technical properties of an artifact, involving teachers as experimenters, identifying their needs and simulating on the design solution foster the adaptation of teachers’ practices to the specificities of the technologies and optimize its integration ; (iii) allowing participants to interact with the emerging technology in different ways and the mutual learning processes between designers, regarding tabletops technical and interactional potential,help them capitalize on this potential ; (iv) identifying the innovative features of tabletops, anticipating their potential uses, testing prototypes in real class situations and involving teachers, to let them learn how to use an emerging technology and to express the existing limits of in their teaching practices, foster innovation in their pedagogical scenarios and, thus, can improve teaching and learning activities
Wojcieszak, Eric. "Construction de la matière scolaire "sciences et technologie" par les enseignants de l'école élémentaire : points de vue infradisciplinaire." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30048/document.
Повний текст джерелаMy thesis questions the construction of their subject by "Science and Technology" teachers. This designation, in elementary school, covers various configurations of science and technology education. The curricular variability of science education in elementary school and the diversity of the teaching team contrast the trend towards uniformity of prescribed and recommended teaching practices. Our thesis thus focuses on how this tension develops, on the one hand in the diversity of contents under the responsibility of very diverse teachers and, on the other hand, the prescriptions and recommendations tending to standardize the teaching practices. A didactic point of view has been mobilized for the analysis of declared and actual teaching practices. This thesis is based on a comprehensive and exploratory approach and it is organized according to a multiple case study. The analysis of the declared and actual practices shows that teachers construct two types of contents: on the one hand, knowledge contents and, on the other hand, contents of scientific practice. The inquiry approach is constructed in two ways, one cumulative in which the teacher directs the construction of knowledge step by step, the other when the teacher lets the students construct their knowledge along their individual progress. The analysis of actual practice shows that teacher mediations vary according to the content and, more particularly, they involve two types of student commitment in the activity (research students / finder students). From the interaction between content and context of the teaching practice, within the framework of a system of teacher support (ASTEP), we highlight a sharing of roles characterized by a distinction based as much on time and space as on the types of didactic mediations mobilized by the teacher and their assistant
Fraslin, Marie. "Comment organiser la pérennisation et le partage des connaissances dans un environnement international entre le centre de technologie et les bureaux d'études ?" Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00957898.
Повний текст джерелаGunther, Fabrice. "Étude de l’efficacité des outils de l’analyse fonctionnelle dans l’enseignement et l’apprentissage de systèmes techniques au collège." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3036/document.
Повний текст джерелаThis doctoral research concerns the study of the effectiveness of some tools related to the functional analysis. The context is the teaching and learning process of technical systems in technological education in French comprehensive schools. The use of these tools coming from the industry in the educational system poses problems of adaptations. The place of functional analysis as a technical language is analyzed through the instrumental genesis of the artifact, the activity of students and through the transposition of knowledge. The issue of effectiveness of these tools arise among pupils to understand the whole of a technical system and among teachers to structure learning. The methodology was conducted in a qualitative and quantitative manner with these actors. Two experiments took place, with teachers first, based on a survey with a questionnaire and interviews. A second, with students, was based on an entry test and various written exercises and operative manipulation with a manufacture via a 3D printer. The results of a group introduced to functional analysis are compared with those of a group not initiated. Data analyses address the manner in which the skills and knowledge that enable a systemic approach in technological education are implemented. The main results indicate that if teachers take over the functional analysis, control is not total. His teaching mainly benefits to pupils with scholar difficulties. These elements are detailed in-depth and put into perspective in this thesis
Dmytryuk, S. "Educational technologies in art and design higher education of great britain." Thesis, Diamond trading tour, 2017. https://er.knutd.edu.ua/handle/123456789/8263.
Повний текст джерелаBurrell, Marcia M., and Clayton Cohn. "Integrating Technology into the Mathematics Classroom: Instructional Design and Lesson Conversion." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79535.
Повний текст джерелаJean, Alain. "Le traitement des imprévus par les professeurs stagiaires de technologie en formation initiale à l'IUFM : Quels gestes d'ajustement en situation de classe ? Quelle utilisation pour leur développement professionnel ?" Phd thesis, Montpellier 3, 2008. http://www.theses.fr/2008MON30030.
Повний текст джерелаWithin the framework of teachers’ training, this research targets the way unexpected incidents are dealt with by new teachers and expert teachers in technology in secondary schools. That is why we try to clarify the concept of unexpected incidents and events to define a triptych that models the transformations made between unexpected incidents, phenomena and events. Thanks to these analyses, we single out the professional gestures that are used so as to handle the disturbance that has cropped up. Our approach is based on action in situation, work analysis, subject didactics and professional didactics. This research focusing on the activity of new teachers aims at improving their training. By analysing the results of the research, we show that unexpected incidents play an important part in the technology teacher’s activity. The analyses that have been carried out add some more elements to the description of the professional gestures of adjustment to cope with unexpected incidents. They detail how the teacher of technology uses speech pragmatism to adjust his teaching didactics to the unexpected incidents and to the unfolding of the lesson. We also show that language activities acted by the teachers through the professional gestures of adjustment are typical of both new teachers and expert teachers. We believe that we can understand the strategies and adjustments of the teachers thanks to the notion of the combination of professional gestures. These analyses eventually show that some gestures of adjustment and their combination are specifically related to the subject “secondary school technology” and to the activities given to the pupils
Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.
Повний текст джерелаO'Neil, Kason, and Jennifer M. Krause. "Physical Education Faculty Use and Self-efficacy Towards Educational Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4023.
Повний текст джерелаGuzman, ortiz Sara Maria. "Constuction Sociale des Technologies : participation des acteurs locaux et développement sociotechnique : proposition théorique et méthodologique : analyse du cas Computadores para Educar en Colombie." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAH031/document.
Повний текст джерелаThe main objective of this thesis is the delimitation and analysis of use and appropriation of Information and Communication Technologies (ICT’s) in educational contexts especially in developing countries where exists problematic orientations about social development policy based in the use of these technologies. These problematic approach arise because there is a tendency to apply deterministic formulas that reinforce the linear relationship between development and technology.In this sense, the institutions responsible for policy decisions that require the establishment of mechanisms for government planning (prioritization of public expenditure) and investment, designs schools computerization programs based on this linear approach, characterized by a palliative direction and assistance, which eventually generate relationships of paternalism and dependency.In this context the research claims to develop a sociotechnical analysis proposal for technologies, both theoretical and methodological, to face the problem of the relationship between technology-education through the analysis of the case of the Colombian program Computadores para Educar (CPE).The present doctoral research suggests as a main objective, the study of the relationship between the actors involved into the processes of inclusion of computers in the public schools, by taking as basis of the analysis the state program CPE in Colombia. The principal interest of these research is to identify the new relationships between the uses of the technologies and the role of the teachers and the students in this new school in which the role of the technologies seems so essential and important, but whose results of the inclusion of the ICT’s into educational processes seem to be little significant.The central question of our search would be the following one: Which and how the relationships between the actors concerned by the process of introduction of computers within schools having received computers supplied by the program CPE in Colombia were stablished, during the period 2004-2008?
Jaffee, Robyn. "Impact of technology on sight word recognition on kindergarten self contained special education students /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_jaffe_impac.pdf.
Повний текст джерелаMustafa, Muhannad Khazer. "The use of educational technology in teaching Islamic education in Jordan." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247397.
Повний текст джерелаIbrahim, Maha. "Usages pédagogiques des médias, des images et des technologies de l'information et de la communication (MITIC) et leurs effets sur la réussite éducative des étudiants." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20082/document.
Повний текст джерелаThe objective of this research is to describe, in the context of university in Toulouse, the different educational uses of students in MIICT, in videos, and to better understand whether there can be a positive relationship between MIICT, video and educational success in order to be able to put the MIICT and video to contribute to improve significantly the levels of academic study of students. This research is especially important in our context where the appearance MIICT and the videos are more and more in pedagogy of higher education and where students are attending to the MIICT and videos in their practices more than teachers. The research framework is therefore structured around the concepts of the integration of MIITC and video in teaching and learning with MIICT, and factors of the educational success.To achieve our objectives, we used a quantitative approach. We administered a survey questionnaire to 554 students. It is clear from the results that, in general, the majority of students have an agreement in general positive of the contribution of MIICT and videos for teaching and active learning. Hence, an agreement, in general, favorable of the link between the use of MIICT and videos and educational success. The logical consequence of these results is that there is a significant relationship between MIICT/videos and educational success in university of Toulouse II
يهدف البحث الحالي إلى وصف مختلف الاستخدامات التعليمية للطلاب في الإعلام والصور وتكنولوجيا المعلومات والاتصالات mitic والفيديو، ضمن سياق جامعة تولوز 2، وإلى فهم أفضل ما إذا كان هناك صلة مواتية بين mitic والفيديو والنجاح التعليميّ، وذلك من أجل إمكانية وضع الـ mitic والفيديو للمساهمة في تحسين مستويات النجاح الدراسيّ الجامعيّ بشكل أكبر. يكتسب هذا البحث أهمية خاصة في سياق الدراسة حيث تظهر الـ mitic والفيديو بصورة متزايدة في طرق التّعليم الجامعيّ وحيث أنّ الطلاب يميلون بشكل ملحوظ لاستخدام أدوات التكنولوجيا في تطبيقاتهم وأنشطتهم التّعليمية بشكل أكتر من الأساتذة. يتمحّور إطار البحث حول مفاهيم دمج الـ mitic والفيديو في التدريس، والتّعليم ذات الصلة بتكنولوجيا الإعلام والمعلومات والاتصالات والفيديو، وعوامل النجاح التعليميّ. ولتحقيق أهدافنا، اتّبعنا المنهج الكميّ. حيث أجرينا استبيان ل 554 طالب جامعي. وتظهر النتائج أنّ غالبية الطلاب لديهم اتفاق إيجابي بالعموم حول مساهمة تكنولوجيا الإعلام والصور والاتصالات والمعلومات والفيديو من أجل تعلّم فعّال. هذا الاتفاق مواتٍ بالعموم للربط بين استخدام الـ mitic والفيديو وبين النجاح التعليميّ للطلبة. النتيجة المنطقية لهذه النتائج هي أنّ هناك علاقة كبيرة بين استخدام الـ mitic والفيديو وبين النجاح التعليميّ في سياق جامعة تولوز2
Kozloski, Kristen C. Haslam Elizabeth L. "Principal leadership for technology integration : a study of principal technology leadership /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/886.
Повний текст джерелаSeif, Ahmed Hassan. "Les TIC dans le système éducatif yéménite : De la culture technique de la société yéménite aux usages par les professionnels de l'éducation." Strasbourg, 2011. https://publication-theses.unistra.fr/public/theses_doctorat/2011/SEIF_Ahmed_Hassan_2011_1.pdf.
Повний текст джерелаInformation Technology constitutes the outcome of the invention of writing, printing, of the birth of calculator and the broadcasting of the computer. Their educational integration modifies the administrative functioning and educational practices. The introduction of the IT in the Yemeni system is the object of a work of research, enlighten in this domain by the experience of several western countries such as France, and oriental countries such as the United Arab Emirates and Egypt. The results obtained in these countries allow us to express an issue and hypotheses which emphasize the elements and the factors which slow down the way in which IT becomes part of everyday life in schools. In order to consider these effects, we made three observations: Semi-directive interviews with some prescribers in the Yemeni National Education Department, who were the objects of a formal content analysis. A 46 questions questionnaire, addressed to 131 executives of the Yemeni National Education Department: inspection, and regional and general training. The results we obtained emphasized the sociocultural and economical constraints as being the main factors which slow down the broadcasting of IT in society. We improved these results with semi-directive interviews, addressed to educational leaders and four high school teachers. The idea which emerges from our category analysis suggested is that the economic field restrains the purchase of equipments, and social customs restrain their uses. The three observations emphasize the effects of the constraints, the weaknesses and the influence of social practices, which are the main elements that explain the restraints of the use of IT in the Yemeni educational system
Spencer, Ken. "Educational technology : towards an understanding of effective technologies, with particular reference to literacy." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:11078.
Повний текст джерелаAl-Musawi, Ali Sharaf Ali. "Perceptions of quality in British higher education centres for educational technology and their implications for educational technology at Sultan Qaboos University." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294695.
Повний текст джерелаO’Sullivan, Gary Christopher. "Technology education; education for enterprise (E4E)." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/127.
Повний текст джерелаRoberts, Heidi E. "Technology in education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000robertsh.pdf.
Повний текст джерелаPaindorge, Martine. "Contribution à la progressivité des enseignements technologiques : les notions dans l'éducation technologique." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2005. http://tel.archives-ouvertes.fr/tel-00119474.
Повний текст джерелаL'analyse des programmes du cycle 3 à la classe de seconde permet d'abord d'identifier une cohérence partielle avec la progressivité annoncée dans ces textes, une progressivité implicite puis une progressivité potentielle basée sur les notions de chaîne, coût, entreprise, information, processus, qualité, organisation et produit.
Ensuite, l'analyse d'entretiens réalisés auprès d'enseignants montre que la prise en charge de la progressivité varie selon leur spécialité professionnelle et le niveau d'enseignement.
Enfin, l'analyse de propos d'élèves de quatrième, de traces de leurs activités en classe et en entreprise indique une mobilisation partielle de la notion de qualité. Le rôle prescrit à l'élève (lecteur, concepteur ou réalisateur) et le contexte influent sur l'adoption d'un point de vue client, produit, fournisseur ou entreprise.
Panchoo, Shireen banu. "Interagir pour collaborer et apprendre à distance avec les Technologies de l'Information et de la Communication : approche méthodologique d'étude des interactions d'une formation à distance." Thesis, Cergy-Pontoise, 2010. http://www.theses.fr/2010CERG0491.
Повний текст джерелаWith the aim of studying the learning processes of students in an online environment, we have focused our research on the analysis of their synchronous interactions during tutorial and team work activities, with and without the presence of their tutors. The emphasis is to search for factors which would serve as support to distance education students who face problems such as isolation, lack of motivation and uncertainty. Although the Information and Communication Technologies (ICT) is considered to be the acquired tool to bridge the distance today, they are not sufficient to help students persevere in their studies. With the help of a questionnaire - survey, we have come up with important learning phases of students, and then we proceeded with the qualitative analysis: at macro level, we made use of Kuutti [96] and d'Engeström [87] models and, to deepen further our queries, the Panchoo/Jaillet methodology has successfully brought to light more details on the nature of those exchanges. The quantitative analysis along with the visual presentations used, showed the various trends that existed in the different online meetings as well as in the behavior of tutors and students. The 84 meetings analysed revealed that the interactions consisted more of rules exchanges than those relating to pedagogy. Therefore, with relevant support such as the use of technologies, the educational environment, the learning strategies and the company of tutors and peers, students have proved to be very capable and responsible; they succeeded in their studies by helping each other, by cooperating and collaborating while doing the requested activities at their own pace. Further to our research, we can deduce that the interactions given at the right time can trigger proactive learning activities of relevant actors
Hepburn, Marian. "Investigating the potential for new media and new technologies in design and technology undergraduate education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10923.
Повний текст джерелаDvořáková, Eva. "Analýza a možnosti využití ICT ve výuce na základních a středních školách." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-198236.
Повний текст джерелаSands, Aaron D. "Technology education teacher perceptions about learning activity module for technology education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000sandsa.pdf.
Повний текст джерелаTsankov, Svetlozar, and Valentina Voinohovska. "Computer educational technologies and interactive multimedia in education – introduction to the problems under examination." Thesis, ВНТУ, 2014. http://ir.lib.vntu.edu.ua/handle/123456789/4819.
Повний текст джерелаВ следующей статье рассмотривается широко обсуждаемая тема за изпользование компьютера и мультимедийных технологий в учебном процесе и в различных информационных курсах, а так-же и использование их для мотивации учащихся.
Butterworth, Michael E. "Theater Education and Emerging Technologies." ScholarWorks, 2000. http://scholarworks.waldenu.edu/dissertations/7.
Повний текст джерелаPavlenko, V., I. Ponomarenko, and A. Turan. "Innovative technologies in distance education." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/19373.
Повний текст джерелаAkwunwa, Joseph Chigbogwu. "Quality improvement at a university of technology using internet technologies." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1237.
Повний текст джерелаAdvances in internet technologies have created opportunities for facilitating learning and improving performance in education. The applications of these technologies have given rise to the phenomenon widely referred to as e-Learning. E-Learning has been widely adopted by tertiary institutions globally as a strategic initiative to improve the knowledge delivery process. This study was carried out at a University of Technology (UoT) in the Western Cape, South Africa, where e-Learning technology is used mainly for distribution of course materials. The study focuses on the impact of a web-based e-Learning program on the quality of teaching and learning; with an overall aim of creating awareness of the extent to which the quality of teaching and learning can be improved through a learning environment that engages an e-Learning program for leverage. The need to maximize the return on investments (ROI) by the institution on an enterprise e-Learning platform (Blackboard), the learning enablement which educational technologies afford, and the dividends promised by a strategic implementation of e–Learning in enhancing and enriching learning environments makes this study relevant and timely. The research was conducted using the UoT as a case study, and utilised the principles of both qualitative and qualitative research paradigms. The research was based on a review of relevant literature, administration of survey questionnaires to specific faculty and students’ populations, and statistical comparisons of students’ test results based on instruction delivery methods. The findings of this study underline that students’ satisfaction with a teaching method can positively influence how they learn and the outcomes they achieve, that instruction methods can greatly affect students’ performance, and consequently the quality of learning. The result of this study conforms to the view of many authors that instruction methods can be improved by systematic use of specific internet technologies (or simply, e-Learning tools) in the teaching and learning process. It was found that student achieved better results in modules of a subject that were taught using a combination of e-Learning program and face-to-face learning method than in the module taught using the traditional method only. Other emerging findings from this study suggest that lecturers at the institution are biased against the term e-Learning mainly because of their negative experiences with the e-Learning platform, lack of knowledge of the potentials of an e-Learning program and the challenges it poses. However, some faculty members show some willingness to use this e-Learning approach if conditions for its success are favourable with the necessary support systems in place. The main conclusion drawn from this research as a consequence of the findings is that powerful learning environments that meet the needs and enhance the learning of students would be in place at the institution if academic staff are duly aware of the benefits of an e-Learning program to them and their students; and if they are well resourced and capacitated. This study therefore argues for a multipronged approach to facilitate the institution-wide use of e-Learning program in teaching and learning. This includes but is not limited to educating the academic staff on the advantages/benefits of using technology as an effective tool for learner engagement, providing meaningful pedagogical training with the specific aim of preparing them for integrating e-Learning into their teaching, identifying learning objectives and learning processes that can best be supported by either e-Learning components or face-to-face, or by both and adequate support structure.