Дисертації з теми "Education tools"
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Williamson, Eric Robert. "Hybrid Analysis Tools for Computer Systems Education." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83894.
Повний текст джерелаMaster of Science
Schaffner, Andrew A. "Tools for the advancement of undergraduate statistics education /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8930.
Повний текст джерелаDeshpande, Pranita. "Assessment Of Two Pedagogical Tools For Cybersecurity Education." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2557.
Повний текст джерелаPilon, Daniel. "Software tools for improving classroom interaction." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10266.
Повний текст джерелаRobinson, Julie C. "Factors Related to Extension Professional’s Use of Online Tools in Their Educational Programs." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364548273.
Повний текст джерелаBigl, Julie Elizabeth. "Content validation of competency assessment tools : education pathway project." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/22487.
Повний текст джерелаMwangi, Timothy M. "Software tools for elementary math education : animated mathematical proofs." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85451.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (page 47).
The National Council of Teachers of Mathematics [6] has identified the learning of proofs as a critical goal for students from pre-kindergarten through grade 12 (p. 56). A proof for elementary students is not the highly structured mathematical argument seen in high school algebra classes. It is, however, a rational mathematical argument created by students using the appropriate vocabulary for their level of understanding. To aid students in learning to create mathematical proofs software that enables them to create simple animations is invaluable. This thesis looks at the characteristics, design, testing and evaluation of such software. An initial design is presented and the feedback gained from testing its implementation in a class setting is discussed along with the changes that were required to improve the software in light of the feedback. A comparison is then made between the final implementation of the software and other similar programs. The results indicate that the software enables students to create, share and discuss mathematical proofs in the form of simple animations.
by Timothy M. Mwangi.
M. Eng.
Marks, Lori J., and Barbara McElyea. "Assistive Technology, Tools, and Strategies for the Itinerant Vision Teacher." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3703.
Повний текст джерелаDhairyawan, Amit. "Internet Tools for Machine Design." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/36488.
Повний текст джерелаMaster of Science
Al-Khatani, Saeed H. "The design of GIS education administration tools for the Saudi Misinstry of Education (MOE)." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421550.
Повний текст джерелаFaison, Brenda Smith. "Graphic Design Educators and Practitioners in Transition: From Traditional Tools and Applications to The Computer-Based Tools of Interactive Multimedia Design /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu148792974533478.
Повний текст джерелаLynn, David F. "Automotive Design Education: Integrating Computer Based Tools with Traditional Techniques." Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-04102006-020924/.
Повний текст джерелаMbanga, Nelisa. "Entrepreneurial mindset and entrepreneurial education as tools for sustainable SMES." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11277.
Повний текст джерелаBiro, Michael A. "An analysis of the reasons students enroll in the Machine Tool Operation and Tool & Die Making diploma program at Waukesha County Technical College." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006birom.pdf.
Повний текст джерелаSILVA, Manoela Milena Oliveira da. "Evolution of the use of Augument Reality Tools in the Education Fied." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/14921.
Повний текст джерелаMade available in DSpace on 2016-01-18T13:14:50Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_manoela_silva.pdf: 36581423 bytes, checksum: d8c07c2d0fe78c155c2e4ab98bc705f2 (MD5) Previous issue date: 2015-08-31
CNPq
Augmented Reality technology (AR) has a huge potential to be applied in the education field. The coexistence of real and virtual environments enables experiences that would not be possible without this technology. Some of the reasons why AR learning experiences differ from other technology are: (i) it enables contextualized interaction between real and virtual worlds, (ii) it enables tangible interaction metaphors for object manipulation, and, finally, (iii) it enables smooth transition between the real and virtual contents. While AR offers new learning opportunities, it also creates new challenges for education in different domains, such as technological, learning and pedagogical issues. This work intends to provide some reflections about the challenges involved in the process of evaluating AR educational technologies. In order to better understand those issues, a systematic review was carried out aiming to identify how AR technology has been evaluated. Taking into account lessons learned during the review, a projective educational AR tool, especially designed to young children education, the ARBlocks, was evaluated. This tool was evaluated in the field of language learning with three different groups. The study involved the teacher as an instructional designer along with the use of multiple metrics. From the analysis of the ARBlocks in the classrooms, it was possible to observe that this tool offered different possibilities for language teaching to young children. The results obtained demonstrated that, in general, the ARblocks contributed to student’s learning and the practice and reinforcement of language abilities. From the reflections presented, some guidelines were proposed in order to assist the evaluation of AR educational tools. The use of multiple metrics as well as the active involvement of teachers in the elaboration of contents are encouraged as way to better understand the impact of technology in the teaching and learning process.
A tecnologia de Realidade Aumentada (RA) possui grande potencial de aplicação na área educativa. A coexistência de ambientes reais e virtuais abre possibilidades de aprendizado que não poderiam ser possíveis sem este tipo de tecnologia. Algumas razões pelas quais experiências de aprendizagem com RA se diferem das demais são: (i) suporte a uma interação contextualizada entre ambientes reais e virtuais, (ii) uso de metáforas com interfaces tangíveis para manipulação de objetos e, por fim, (iii) a habilidade de transição suave entre o real e o virtual. Enquanto oferece inúmeras novas oportunidades de aprendizagem, a introdução de novas tecnologias com RA cria desafios em diferentes domínios, como o tecnológico, de aprendizagem e os desafios pedagógicos. Este trabalho visa prover algumas reflexões acerca dos desafios envolvidos no processo de avaliação de tecnologias educativas com RA. Como forma de melhor compreender essas questões, foi realizada uma revisão sistemática com vistas a identificar como são realizadas avaliações de ferramentas educacionais com RA. A partir da revisão empreendida, foram observadas as principais formas de avaliação de ferramentas educativas envolvendo esta tecnologia. A partir destes conhecimentos adquiridos, foi realizada a avaliação de uma ferramenta educativa baseada em RA projetiva, especialmente desenvolvida para o ensino infantil, o ARBlocks. Tal ferramenta foi avaliada no campo da aprendizagem de novas línguas com três grupos distintos. O estudo envolveu o professor como instructional designer, bem como o uso de múltiplas métricas de avaliação. A partir da análise do ARBlocks em sala de aula, foi possível observar que esta ferramenta oferece inúmeras possibilidades para o ensino de línguas para crianças pequenas. Os resultados obtidos demonstraram que, no geral, o ARBlocks auxiliou no processo de aprendizagem dos estudantes e na prática e reforço das habilidades linguísticas. A partir das reflexões apresentadas, alguns guidelines foram propostos com vistas a auxiliar na avaliação de ferramentas educativas com RA. O uso de múltiplas métricas e o envolvimento ativo dos professores na elaboração dos conteúdos é encorajado como forma de melhor compreender os impactos provocados pela tecnologia no processo de ensino-aprendizagem.
Wilson, Eric A. "Facilities as teaching tools| A transformative participatory professional development experience." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633431.
Повний текст джерелаResource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living.
Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability.
Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-à-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.
Arabie, Claire Pettit. "Educational Technology Tools in Learning Management Systems Influence on Online Student Course Satisfaction in Higher Education." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163286.
Повний текст джерелаEducational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.
Manzoor, Hamza. "Disseminating Learning Tools Interoperability Standards." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90772.
Повний текст джерелаMaster of Science
Until recently, most educational tools have worked in silos. If a teacher wanted her students to complete small programming exercises, record videos, and collaborate through discussion boards, three disconnected tools were probably needed. These disconnected tools did not integrate with the Learning Management Systems (LMS), such as Canvas and Moodle. Instructors had to manually manage these separate tools and enter scores into the LMS. There are standards such as Learning Tools Interoperability (LTI) that these learning tools can implement to enable them to talk to each other and to share scores with an LMS. However, most educational software developed by small research efforts do not support LTI. This is often because of the lack of resources needed to understand the working of LTI and the process of using LTI in their applications. We aim to encourage the use of LTI within the CS Education community. We have developed tutorials that include example applications. We also provide a use case of how LTI is implemented in OpenDSA, an eTextbook system developed at Virginia Tech. As another use case, we have enabled auto-grading of Jupyter Notebook (documents that run in a browser and can contain equations, visualizations, live code, and text) assignments by providing immediate feedback to students and updating scores to the Canvas gradebook. We provide a plugin to upload notebook files to the WebCAT auto-grading system directly from the browser. We integrate Aalto University’s ACOS content (Python and Java exercises) into OpenDSA as a third use case.
Vendlinski, Terry P. (Terry Paul) 1957. "Affecting U.S. education through assessment : new tools to discover student understanding." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8592.
Повний текст джерелаIncludes bibliographical references (p. 173-183).
We may have a serious problem with education in the United States. However, the literature suggests one can arrive at differing conclusions about the efficacy of the American educational system depending on what we measure, how we measure it, when we decide to measure, and why we measure. As will be shown, many testing methods currently in vogue in the United States generate data that can lead policy makers, parents, educators, and even students to arrive at invalid conclusions about schools; teachers, and student ability, especially when evaluating the ability of a student to apply (versus just know) concepts. It was hypothesized that, if applied in a manner aligned with accepted validity standards, modern computer technology could both dramatically improve the accuracy of our inferences, and provide significant new insights into student learning and understanding given present national and California state standards. As a "proof of concept", a quasi-experimental, interrupted time series study was conducted using a computerized learning and assessment tool to observe second semester high school chemistry students solving qualitative chemistry problems. The results presented here suggest that: -- Without intervention, once a student chooses a strategy to solve a problem, the student will continue to use the same type of strategy (in both the near- and long-term), whether or not that strategy has proven effective. These findings imply we now have the opportunity to both diagnose ineffective strategies as they are developing, and tailor interventions to individual student needs. -- Because technology allows us to look both at a student's answer and how s)he arrived at that answer, we conclude that we can accurately infer whether a student really understands the concepts of a particular knowledge domain. Our findings suggest that, if properly employed, technology can offer new, real-time insights into student understanding. The paper concludes by discussing the applicability of this research to other knowledge domains, some avenues of future research, and particular pedagogical interventions which the results suggest might be most promising.
by Terry P. Vendlinski.
Ph.D.
Holder-Ellis, Marlene Natalie. "The Role of Social Media Technology Tools in Higher Education Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1540.
Повний текст джерелаBurch, Zhanat Alma. "Faculty Perspectives on Redesigning Classrooms with Active Learning Technology Tools." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5989.
Повний текст джерелаBrigham, Stephen King 1950. "Architectural archives: Redefining archives as scholastic tools." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291404.
Повний текст джерелаNetanda, Rendani Sipho. "Effectiveness of the extranet as a communication tool in higher education: a case study of University of South Africa." Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1334.
Повний текст джерелаThe purpose of this study was to investigate the effectiveness of the extranet as a communication tool in higher education institutions. The study used the case study of myUnisa - an extranet used at the University of South Africa. This was a mixed-methods research and had applied the quantitative and qualitative methods. This was a multistage study which went through two stages. In the first stage the researcher utilised the questionnaire to collect data from the students. Initially, the questionnaire was intended to be self-administered to allow students to complete them on their own, but difficulties to meet some of the sampled students on one-to-one encounter alternatively led to telephonic interviews on which the role of the researcher was to interview, and to tick and write down the responses of the respondents. Four hundred students were sampled using the online randomizer programme available on the internet. Statistical package for social science (SPSS) version 18 was used to analyse qualitative data. In the qualitative phase, in-depth interviews with two key staff members from each of the department sampled were held and an analysis was done using thematic categorization. The study found that myUnisa is used by different UNISA departments and students for communications. However, although many students and staff members considered myUnisa useful, not all regarded it as effective. In-depth interviews with lecturers showed that myUnisa is both a useful and an effective online communication channel for engaging into communications with the students. An analysis of the responses led to the development of an extranet model for implementation in higher education institution. A number of recommendations were made and suggestions for future research considerations were also given.
Fincher, Derrel. "Bring your own device (BYOD) programs in the classroom| Teacher use, equity, and learning tools." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141725.
Повний текст джерелаThis study explores teacher perceptions of Bring Your Own Device (BYOD) programs in the classroom, with a focus on teacher use, student equity of access, and student ability to use their devices as learning tools. While one-to-one laptop programs (students assigned identical school-owned laptop or tablet) has an extensive body of literature behind it, BYOD has relatively little peer-reviewed research.
A framework was developed to guide this research that related teacher technology use, equity of student access, and student ability to learn to use the devices they brought. Two instruments were created to collect data: (a) an anonymous online survey to collect information from 108 teachers already incorporating BYOD into their classes, (b) a semi-structured interview with eleven teachers who volunteered after completing the first instrument.
Findings suggested that teachers with constructivist compatible beliefs were likely to have more positive perceptions of BYOD, as were those who worked in schools with a more positive atmosphere. Very few teachers (12%) thought that BYOD programs were inherently inequitable, although 25% thought the programs in their own school was inequitable. Teachers were concerned that all students have access to an effective device when the student did not bring one and they primarily looked to school-owned technology to be available. Teachers also reported that students could learn to use their individual devices by working with other students and through working on assignments, while teachers had specific techniques they used to support this learning. Teachers overall did not view themselves as being responsible for providing technology support to students, and instead expected students to resolve their own technology problems. Many teachers (42%) liked that students had different types of devices.
A key advantage of BYOD is the knowledge the students bring when they bring their own device. These results provide tentative support for Bring Your Own Device programs as a viable, cost- effective way for students to use their own technology for learning.
Marks, Lori J. "Learning Disabilities and Assistive Technology: Tools and Techniques for Home and School." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3724.
Повний текст джерелаSchwendimann, Beat Adrian. "Mapping biological ideas: Concept maps as knowledge integration tools for evolution education." UNIVERSITY OF CALIFORNIA, BERKELEY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3499067.
Повний текст джерелаFindik, Nur. "Design Of Experience Sampling Tools For Reporting Student Experience In Design Education." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614957/index.pdf.
Повний текст джерелаprocess in between these meetings. There are available tools used in the fields like education or health in order to monitor an individual&rsquo
s daily life in relation to the context (e.g. time, place, activity) and personal circumstances (e.g. emotions, feelings, ideas). These tools are developed based on experience sampling method (ESM), a research method focus on collecting self-reported data from participants in order to measure their daily life experiences, especially during a long period of time. Since the target group and experience has different characteristics for each context, design of experience sampling tools are also gaining importance to address these specific experience according to individuals&rsquo
needs and expectations. Aiming at assisting design students to do regular self-reporting on their experiences, this study presents a background research for designing experience sampling tools that would be used by students and supervisors to keep track of students&rsquo
experiences throughout design projects. In this sense, this study intends assisting students self-reporting activities, translate the main design requirements of experience sampling tools into the context of design projects, as well as revealing guidelines for the future implications of ESM tools in design education
Vanhear, Jacqueline. "Merging metacognitive tools for use in higher education to facilitate meaningful learning." Thesis, Staffordshire University, 2016. http://eprints.staffs.ac.uk/2891/.
Повний текст джерелаMancini, Guilio M. "Education and Security: Design and Evaluation Tools for Deliberate Disease Risks Mitigation." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/15740.
Повний текст джерелаKhawaji, Taha Mansor N. "Web 2.0 technology: Social learning tools in higher education in Saudi Arabia." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/93426/1/Taha%20Mansor%20N_Khawaji_Thesis.pdf.
Повний текст джерелаFreas, Adam. "BEATS, RHYMES AND LIFE: COUNTERING THE ENACTMENT OF SYSTEMIC WHITENESS IN HIGHER EDUCATION - HIP-HOP TOOLS AND PRACTICES." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3761.
Повний текст джерелаAvenoglu, Bilgin. "Using Mobile Communication Tools In Web Based Instruction." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606048/index.pdf.
Повний текст джерелаMoran, Renee Rice. "Teachers’ Perspectives on Literacy Policies, Tools, and Instruction." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3601.
Повний текст джерелаMillaway, Sally A. "Impact of tools of the mind on middle school achievement." Thesis, Saint Peter's University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704199.
Повний текст джерелаThe purpose of this study was to examine the sustained impact of participation in the Tools of the Mind preschool program on language arts, mathematics, reading and writing achievement in middle school, the specific impact of participation on racial subgroups and socioeconomically disadvantaged students, and the effects of student mobility on academic achievement. Using a nonexperimental, quantitative, longitudinal design, the achievement of the original cohort of students who participated in the program was examined over 2 consecutive years. The results of the study suggest that participation in the Tools of the Mind program increases the overall achievement of socioeconomically disadvantaged students and the writing performance of African American students. Analysis of student mobility data revealed that a high rate of student mobility has a negative impact on student achievement. These study results are consistent with decades of research into the impact of participation in a high-quality preschool program. Caution should be taken in interpreting the results because promotion of the development of self-regulation and executive function, aspects that set the Tools of the Mind program apart from other preschool programs, is not measured by the NJASK, and thus the impact of the program may have been underestimated.
Pate, Shari Ann. "Web tools: An aid for cognitive learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2777.
Повний текст джерелаWilcox, Bethany R. "New tools for investigating student learning in upper-division electrostatics." Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704843.
Повний текст джерелаStudent learning in upper-division physics courses is a growing area of research in the field of Physics Education. Developing effective new curricular materials and pedagogical techniques to improve student learning in upper-division courses requires knowledge of both what material students struggle with and what curricular approaches help to overcome these struggles. To facilitate the course transformation process for one specific content area -- upper-division electrostatics -- this thesis presents two new methodological tools: (1) an analytical framework designed to investigate students' struggles with the advanced physics content and mathematically sophisticated tools/techniques required at the junior and senior level, and (2) a new multiple-response conceptual assessment designed to measure student learning and assess the effectiveness of different curricular approaches. We first describe the development and theoretical grounding of a new analytical framework designed to characterize how students use mathematical tools and techniques during physics problem solving. We apply this framework to investigate student difficulties with three specific mathematical tools used in upper-division electrostatics: multivariable integration in the context of Coulomb's law, the Dirac delta function in the context of expressing volume charge densities, and separation of variables as a technique to solve Laplace's equation. We find a number of common themes in students' difficulties around these mathematical tools including: recognizing when a particular mathematical tool is appropriate for a given physics problem, mapping between the specific physical context and the formal mathematical structures, and reflecting spontaneously on the solution to a physics problem to gain physical insight or ensure consistency with expected results. We then describe the development of a novel, multiple-response version of an existing conceptual assessment in upper-division electrostatics courses. The goal of this new version is to provide an easily-graded electrostatics assessment that can potentially be implemented to investigate student learning on a large scale. We show that student performance on the new multiple-response version exhibits a significant degree of consistency with performance on the free-response version, and that it continues to provide significant insight into student reasoning and student difficulties. Moreover, we demonstrate that the new assessment is both valid and reliable using data from upper-division physics students at multiple institutions. Overall, the work described in this thesis represents a significant contribution to the methodological tools available to researchers and instructors interested in improving student learning at the upper-division level.
Gentry, Retha, Lisa Ousley, and Candice Short. "Face and Content Validity of New Dermatology Education Tools for Use in Simulation." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7363.
Повний текст джерелаDye, Brigham R. "Reliability of Pre-Service Teachers Coding of Teaching Videos Using Video-Annotation Tools." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/990.
Повний текст джерелаHarrison, Giulietta Domenica. "Tools for learning: a socio-cultural analysis of pedagogy in early reading competency." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13295.
Повний текст джерелаThis research aimed to understand how children learn to read and how best to facilitate early reading competencies. It examined pedagogic styles through a socio-cultural lens with a view to describing what currently yields results in South African Grade One classrooms. The participants were Grade One educators in both former Model C 1 schools and less privileged schools. This multiple case-study comprised a research demographic of 126 learners, 14 teachers and five schools. Use was made of a basal reading test, comprehension test, problem -solving test, film observations of teachers giving lessons, and teacher interviews. A coding schedule was designed to facilitate the analysis of pedagogic modes as observed in the film footage. The pedagogic modes were determined from a pilot study and the use of a Vygotskian framework. Ten modes were identified: use of existing knowledge, practicing a concept, collaborative learning, conscious mediation, use of the ZPD, scaffolded learning, rote learning, worksheet-based learning, ability-group teaching and didactic teaching. The first six modes are Vygotskian in nature, of which the first four were the most frequently used. Qualitative analysis of teacher interviews, together with a quantitative analysis of pedagogic modes, permitted comparison of what teachers said with what they did in their classrooms. A stratified sample of nine learners per teacher evidenced a significant improvement between the pre- and post-tests of literacy. Cross analysis of learner test results with pedagogic modes showed that collaborative learning was an effective tool for mediation. This research showed that use of Vygotskian principles was not fully developed. Some of the challenges faced in South African classrooms were revealed. Despite these challenges, learners did progress, even in underprivileged circumstances. A central message that emerged is that learners’ individual strengths and weaknesses are not adequately identified or catered for in Grade One classrooms, and their teachers need support in acquiring the skills to do so.
Scholtz, Brenda Mary. "An investigation into the learnability of object-oriented case tools for computing education." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/694.
Повний текст джерелаHenry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.
Повний текст джерелаPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
Meier, Lori T. "Using Digital Tools to Cultivate Intellectual Curiosity in Elementary Social Studies Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5893.
Повний текст джерелаMcDougall, Mathew Jon. "Scaffolded growth of knowledge using distributed collaborative learning tools in preservice teacher education." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16051/1/Mathew_McDougall%27s_Thesis.pdf.
Повний текст джерелаMcDougall, Mathew Jon. "Scaffolded Growth of Knowledge Using Distributed Collaborative Learning Tools in Preservice Teacher Education." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16051/.
Повний текст джерелаKuykendall, Salvatrice Domenica. "Professional Development Tools to Enhance the Abilities of Veteran Teachers in Pre-K through Eighth Grades." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10681444.
Повний текст джерелаProfessional Development Tools to Enhance the Abilities of Veteran Teachers in Pre-K Through Eighth Grades examined the variety of professional development tools available to veteran educators. The quasi-experimental study allowed veteran teachers to participate in a pretest survey consisting of questions about teachers’ desire for continued professional development, learning preferences, tools and ideas, and demographic information. An intervention in the form of PowerPoint was then presented to the veteran teachers outlining the adult learning theory and a variety of professional development tools. After the intervention, a posttest was conducted and compared using an ANOVA.
The results in the study indicate that while there is not a significant difference in the pretest and posttest following the intervention, veteran teachers are interested in learning, growing, and enhancing their classroom. Veteran teachers would like to be actively involved in the planning and expansion of professional development opportunities and would like to learn from their peers in how to make their classroom more effective. Veteran teachers also feel that their peers can learn from watching them teach in the classroom and would like to use the peer coaching model and Instructional Rounds to be able to learn from their colleagues. Veteran teachers feel that tools such as observations and feedback are helpful in the classroom and would like to learn more about student engagement, instructional strategies, classroom management, differentiation techniques, Instructional Rounds, growth mindset, and subject specific programs.
The results from the teachers’ survey were given to administrators for feedback about how to use the responses to develop effective professional development opportunities in schools. The interview results from the administrators revealed that teacher observation and collaboration are optimal for teachers to grow professionally. The one-on-one interviews also resulted in the overwhelming need to include teachers in the creation of professional development opportunities.
Mazza, Joseph A. Jr. "The use of social media tools by school principals to communicate between home and school." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592334.
Повний текст джерелаResearch has documented numerous benefits of parent involvement in children's education including increased attendance, increased test scores and better behavior. Access to increased and meaningful communication between home and school enhances parent involvement. The utilization of technology through the use of the Internet and e- mail for school to home communications is growing rapidly as an additional means of two-way communications between home and school. The purpose of this study is to evaluate the role of emerging technologies, specifically social media use by school principals and how its use affects communication between schools and parents. Data gathered from three principals, parents in their schools and actual social media communications were triangulated across these three perspectives as part of a case study analysis, using a convenience sample to further our understanding of the benefits and challenges of using social media tools to build home-school partnerships.
Findings suggest that school principals are mainly responsible for social media use at the school. Consistent, child-centered use of these tools has the opportunity to complement face-to-face, two-way communications between home and school, provided there is a relationship with the school to begin with. In identifying the communication needs of the school, both technology and non-technology related communications must be utilized as part of a "menu of offerings" based upon solicitation of technology and non-technology related tools used by a school's families. This differentiated home- school communication approach allows for more families to engage in two-way communications with the school.
Ultimately, the outcomes of the study may help lead to changes in family and community partnerships, leadership practices by principals, as well as teachers and parent groups expanding their use of social media tools to build a connected and transparent learning community. The insights included in this study may be used to support the development and implementation of a school or district's communication strategies and professional development plans for all stakeholders.
Ousley, Lisa, Retha D. Gentry, and Candice N. Short. "Surveying Face and Content Validity of New Dermatology Education Tools for Use in Simulation." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7149.
Повний текст джерелаKohler, Francis M. "Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362.
Повний текст джерелаLewis, Tiffany Emma. "The Relationship Between Evaluation Tools and Public Value in Ohio." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337718070.
Повний текст джерелаGrogan, Gerry. "Using computer-based cognitive tools to enable critical thinking." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3507/.
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