Дисертації: "Technology of training"

1

Cranwell, Joanne. "Inhibition training using smartphone technology." Thesis, University of Nottingham, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659213.

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Human self-regulation has, throughout time, been held as one of the most centrally important human virtues. Those who are prone to lapses in self control may be at risk of exposure to a myriad of individual problems such as alcoholism, drug addiction and gambling. The impact of poor self-control also extends far beyond the individual and is responsible for a wide range of economic problems globally and in the United Kingdom (UK). The ubiquity and ever evolving computing power of the mobile phone now affords greater opportunities for behaviour change professionals to design and deliver self-control interventions as people go about their everyday life. Better understanding of how people interact with these technologies and accept such interventions will help professionals to design mobile applications to support good self-control. First, based on an energy or strength model of self-control, the work in thesis presents evidence that self-control resources can be strengthened through regular discrete bouts of exercise (response inhibition training) using smartphone technology, as reported in two longitudinal self-control training studies. Second, insight into how patticipants interacted with the teclmology used to deliver the intervention was gained through a series of post-training interviews. Third, through recorded focus groups, lay perceptions of self-control are explored to see if participant conceptualisations of self-control can help inform the content and design of future mobile training interventions. Finally, this thesis concludes with a general discussion of the thesis findings. Broadly, the work presented centres on the effect of the training, the efficacy and acceptance of the mode of delivery of the intervention, and providing insight for future interventions by delivering a core set of guidelines essential for future designers. The research addresses gaps in the ego-depletion literature and contributes to the advancement of theory and practice.

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2

France, Robert J. "The relationship between technology training and technology integration by technology education teachers in Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004francer.pdf.

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3

Jackson, CD Jr. "Educational technology: An online tutor training course." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2242.

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The goal of this online tutoring course project is to institutionalize an online tutoring training course. This instructionally designed model will target College of the Desert students serving as tutors. The students taking this course will generally be freshmen and sophomore students. A questionnaire was used to determine what the needs would be in order to build the online course.

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4

Lewis, Adam H. "Technology and Collaborative Learning in Employee Training." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.

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5

Moody, Brendon Dean. "Educator Preparation Provider Training and Technology Integration." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565163638160558.

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6

Tkachuk, V. V. "Mobile information and communication technology of training." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33285.

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M-Learning is any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. In other words mobile learning decreases limitation of learning location with the mobility of general portable devices. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33285

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7

Chomunorwa, Silence. "Typing training through gamification." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27909.

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8

Granston, Carol N. "Technology and teacher training the systematic design and development of a framework for integrating technology into Jamaica's teacher training programs /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000472.

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9

Granston, Carol N. "Technology and Teacher Training: The Systematic Design and Development of a Framework for Integrating Technology into Jamaica’s Teacher Training Programs." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1052.

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Over the last five years, there has been an increased number of computers in schools and teachers' colleges in Jamaica. In addition, recently revised national policy documents have indicated the need to infuse technology into the curricula of all schools. Despite these investments in computers, however, there has been little corresponding development in training teachers to use computers and emerging technologies as teaching learning tools. The purposes of the study were three-fold: (a) to describe the current state of technology integration in Jamaica's teacher training programs (b) assess the extent to which teachers' college faculty and pre-service teachers perceived themselves as prepared to teach with computers, as well as their perceived computer proficiency; and (c) to use data gathered in the study to inform an action plan for integrating technology into Jamaica's teacher training programs. To gather required data, a survey design was employed because the study required collection of data from a large number of persons located in diverse sections of the island. Data were collected from three distinct groups of participants in three teachers' colleges in Jamaica. These included six teachers' college administrators--two principals and four vice-principals, 121 teachers' college faculty, and 268 final-year pre-service teachers. Data were gathered through interviews with college administrators and IT faculty, questionnaires administered to college faculty and pre-service teachers, and focus group discussions with pre-service teachers. The results indicate that, in general, teacher training programs in Jamaica have not systematically incorporated technology in the college curricula. In addition, to a large extent, teachers' college faculty and pre-service teachers did not perceive themselves as prepared to teach with computers. These respondents also reported low levels of proficiency with various computer tools. In response to the urgent need to integrate technology into Jamaica's teachers' college curricula, the author proposes a new VIBES conceptual framework as an action plan specifically designed to facilitate technology integration into this setting. VIBES is comprised of five components: Vision, Infrastructure, Behaviour, Experience, and Support, hence the acronym. Each component of VIBES is required in teacher training programs if technology is to be systematically incorporated into the college curricula.

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10

Matic, Bratislav. "Sensor technology for the breast examination training instrument." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1883.

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Thesis (M.S.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vi, 52 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 51-52).

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11

Marsh-Nation, Margaret Ann. "Educational Technology Use in Neurodiagnostic Clinical Skills Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6613.

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The current shortage of clinical sites for neurodiagnostic technology (NDT) students is limiting enrollments and subsequently limiting graduates from NDT schools in the U.S. A lack of knowledge or consensus concerning the use of educational technology in NDT clinical skills training prompted this investigation. The purpose of this study was to explore the use of educational technology in providing NDT clinical skill training. This qualitative Delphi study was guided by experiential learning theory and cognitive constructionist epistemology. Thirty expert panelists were recruited to rate the effectiveness of educational technology methods in addressing neurodiagnostic competencies for electroencephalography. Twenty-four completed round one, twenty-two completed round two and nineteen completed the third and final round. The competencies were derived by combining national competencies or practice analysis from the United States, Australia, Canada and the United Kingdom for neurodiagnostic technologists performing electroencephalography (EEG). Results of the three rounds of the Delphi study were processed using the mean value and interquartile deviation for evaluation of consensus. Consensus among the expert panelists supported the potential effectiveness of educational technology to address neurodiagnostic graduate competencies for technologists performing EEG. In conclusion, the expert panel consensus was NDT clinical skills for performing EEG can be addressed using educational technology, followed by a post-graduate clinical residency. Using educational technology and a post-graduate residency could increase school capacity. An increase in graduate numbers would help sustain the existing schools, better supply the profession, and increase public access to quality neurodiagnostic care.

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12

Heilweil, Ida. "Teachers and computer-technology : from training to implementations." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31021.

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The Israeli Ministry of Education launched the "Tomorrow 98" programme in 1994 to integrate computer-technology into the educational system. Training the teachers for this change was one of the main goals of the programme. This study examined the integration of computer-based technology of 167 ESL teachers who had participated in the course "Integrating Computers into the English Class" organised since 1994 by the Israeli Ministry of Education. This two phased study included a questionnaire sent to all the ESL teachers who participated in the course and in-depth interviews conducted with five teachers (three users and two non- users of computer technology in their teaching) and five leading figures in their schools (three computer coordinators who work in the users' schools and two school principals in whose schools the two non-users teach). The analysis of the findings shows that 70 per cent of the teachers who participated in the course integrate computer technology in their teaching. A majority of these teachers have changed their teaching methods both in the computer environment and the regular classroom. They enjoy working in the computer room more than in the normal classroom and believe that their learners feel the same. The teachers state that their main obstacles are lack of time and access. Technical problems ceased to intimidate them as they have learnt to overcome them with the aid of their learners or peers. Of the 30 per cent who do not use computers in teaching, 93 per cent use computers to prepare their lessons and worksheets. The main reason they do not integrate computers in their teaching is lack of access to computers in school. The study shows that school principals and school cultures have a distinct influence on the success or failure of computer integration in their schools. Collegial school management and supportive school culture encourage teachers to use computers in their teaching and to experiment new teaching methods. It is the hope of the researcher that this study will help teachers, principals, course developers, and other professionals working to integrate technology into instructional settings to understand the issues which accompany this process and lead it to success.

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13

Fisher, J. S. "The role of information technology in supporting the development of science linked technology education." Thesis, Cranfield University, 1992. http://hdl.handle.net/1826/4149.

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This study builds on my earlier 1983 Masters research at Cranfield, which was an investigation of early technology education in the UK and USA and a pilot evaluation of the introduction of technology education into the curriculum of Stantonbury Campus in Milton Keynes, England. This gave an indication of the international trends in technology education and showed some of the potential of a problem-oriented approach to learning in schools based around a new integration of subjects and skills. It also showed the challenge to existing school teaching staff who often had to learn new skills themselves, often had to teach in new ways, and had to broaden their orientation after being single subject specialists most of their careers. Teaching materials had to be developed from scratch. IT had to be got to grips with. In September 1984, I took the post of Co-ordinator of the Schools Science and Technology Centre at the University of Oxford and had to implement a policy for sciencelinked technology education through a fast-changing period. During 1987 the pace of change accelerated rapidly being driven by the demands of the emerging new National Curriculum. By that time technology education, including IT, seemed to have become accepted as an important theme in the school curriculum in its own right. The Oxford Centre was there to offer in-service support in the development of training and teaching materials. It was, therefore, a good base for a study which could document the challenge of implementing technology education on a wide scale. In the end the sheer pace of change enacted by the government between 1987 and 1992, and shifts of position over the place of technology education, made the study a harder task than I expected. I was aiming at a fast moving target. But I hope the work is of value in exploring the link between the aspirations of those who advocate "technological capability and literacy" in our school population and what is currently being achieved. This thesis tries to explore the key areas of progress we need to make if technology education is to become a reality in our schools.

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14

Lindberg, J. Ola, and Anders D. Olofsson. "Training teachers through technology : A case study of a distance-based teacher training programme." Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.

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15

Lindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /." Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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16

Bianchi, Gérald. "Exploration of augmented reality technology for surgical training simulators /." Zürich : ETH, 2007. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=16876.

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17

Bowen, Bryan McD. "Computer-based instructional technology in the AEGIS training program." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23581.

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Approved for public release; distribution is unlimited
The purpose of this thesis is to examine how the AEGIS Training Program is utilizing Computer-Based Instructional Technology (CBIT) to increase efficiency and effectiveness in a period of declining budgets and increasing technology. The AAEGIS Training Program is faced with a variety of logistical, educational, and manpower-related issues that are not adequately addressed by traditional methods of training and instruction. In response, the AEGIS Training Center (ATC), Dahlgren, Virginia, is testing an electronic "Classroom of the Future" concept. This thesis provides an overview of the background, development, and early testing of the AEGIS "Classroom of the Future" and the associated Interactive Electronic Technical Manual (IETM) project. Problems encountered, expected benefits, and early training results are discussed as well as recommendations for further analysis.

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18

Foster, Gregg. "Information Technology Training to Promote Collaboration Among Multiple Generations." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3675.

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The decision to implement information technology (IT) initiatives to enhance collaboration among veterans, baby boomers, Generation X, Generation Y, and Fifth Generation employees continues to challenge organizational leaders. The purpose of this nonexperimental study was to identify how the implementation of information technology initiatives, coupled with the knowledge of learning styles, might enhance collaboration among generational cohort employees. The generational cohort theory, Maslow's hierarchy of needs theory, and the technology acceptance model were the theoretical frameworks used to develop an understanding of the relationships among the cohorts and the acceptance of technology to enhance collaboration. Data were collected from a survey of 335 respondents from the five generational cohorts who worked in small, medium, and large not-for-profit firms that used IT processes, in the Southeastern United States. Data analysis included Welch ANOVA with the Games-Howell post hoc test, Kruskal-Wallis test with Dunn's Bonferroni adjustment, and chi-square tests. Findings revealed no significant differences in learning style preferences among the cohorts, and no significant differences among factors influencing preferences for technology activity. Irrespective of generational cohorts, individuals displayed common degrees of comfort with IT training activities. Findings may be used by organizational leaders to implement technology training activities without focus on preferences for training among multigenerational employees. Findings may also be used to enhance collaboration by focusing on commonalities rather than differences among generational cohorts.

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19

Rolén, Jakob, and Erik Lindved. "Virtual Technology in Operator Training Within Manual Assembly Processes." Thesis, KTH, Industriell produktion, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-245450.

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The manufacturing industry faces complex challenges, and is forced to constantly develop to encounter the increased global competition. This thesis examines if virtual technology can be used to make assembly processes more efficient. The technologies Virtual Reality (VR) and Augmented Reality (AR) are examined. The thesis is based on two parts: a literature review and a case study. The results show that there are benefits of VR and AR, these range from off-line training, cognitive perception and mass training to cost savings, product and operator feedback and ability to encounter product and volume fluctuations. But, there are limitations including the need for physical training and vast space demands. However, the conclusion shows that there are several production benefits of VR and AR in operator training.
Idag står tillverkningsindustrin inför nya utmaningar, och det ställs höga krav på att ständigt effektivsiera processer för att möta den ökade globala konkurrensen. Denna avhandling utreder hur virtuell teknik kan användas för att effektivisera upplärning av montörer i industrin. Detta i syfte att utreda huruvida tekniken kan användas för att förbättra produktionsprocessen. Både Virtual Reality (VR) och Augmented Reality (AR) har undersökts. Arbetet utgörs av en litteraturstudie samt en intervjustudie. Resultaten från dessa visar att tekniken kan användas för att underlätta hantering av produkt- och volymflexibilitet, skapa kommunikationsvägar mellan FoU och montering samt att inlärning av framförallt kognitiva färdigheter går snabbare. Tekniken har också vissa begränsingar då virtuella träningssystem kan vara utrymmeskrävande på grund av all kringutrustning. Dessutom finns det alltid ett behov av fysisk träning. Slutsatsen av arbetet är att det finns en potentiell framtida användning av virtuell teknik för att effektivisera produktionsprocessen.

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20

Сірик, Антоніна Євгенівна, Антонина Евгеньевна Серик, and Antonina Yevhenivna Siryk. "Professional training in physical education connected with information technology." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54001.

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Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.

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21

Newman, Barry Keith. "Control technology in the primary school." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35659.

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This study traces the origins of control technology in the primary school from the beginning of the 1980's and identifies the factors which led to the emergence of this new curriculum area. The various local and central government initiatives are reviewed in terms of their catalystic effect in stimulating the development of resources and growth of training to encourage primary schools to introduce control technology into their curriculum. A central part of the study investigates how one local authority, Northamptonshire, has responded to the development of this curriculum area in its primary schools. This investigation took the form of a questionnaire to all primary schools, as well as an additional questionnaire to teachers attending control courses, to assess the current county position and identify issues that emerged which might limit the growth of this curriculum area. As part of this investigation case studies were carried out in two Northamptonshire primary schools to identify possible difficulties in the transition from the use of constructional materials to the introduction of computer control. By reviewing the latest developments in primary control and using the evaluation of the Northamptonshire investigation the study attempts to relate all the activities essential to the development of control technology to the requirements laid down in the National Curriculum. This inevitably leads to the identification of many current issues which will affect the future development of this curriculum area. By 1990 control had become an accepted part of the primary classroom, with recognition as a requirement of the National Curriculum, but for the majority of schools it represents yet another challenge to be met during this decade.

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22

Kapiyo, R. J. A. "Technology in the school curriculum in Kenya." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373550.

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23

Parish, Rodney L. "Online In-Service Training versus Traditional Training for Arizona Police Officers." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.

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Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.

The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.

The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.

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24

McKeown, Audrey Margaret. "An examination of the use and effectiveness of technology based training (TBT) as a training approach." Thesis, Queen's University Belfast, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335618.

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25

Al, Sanjari Mohammed Hamoudi. "The provision of training in educational technology in teacher training courses in Iraq : an experimental study." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265605.

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26

Phillimore, Anthony John. "Technology, work organisation and training : Australian trade unions, 1983-1994." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259454.

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27

Fu, Chen-Chang. "Technical training needs assessment of Wisconsin high school technology coordinators." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fuc.pdf.

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28

Hauck, Robert. "Virtual surgery and orthopaedic surgery : towards training using haptic technology." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/38530/.

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Medical education and practical training in surgery is changing, by shifting from an on the job learning paradigm, which possesses problems such as that it is unpredictable, dependent on clinical needs and that patient safety may be jeopardised, to an evidence-based surgical skills training driven by curricular needs, and acquiring basic surgical skills prior to assisting in the operating theatre and thus reducing operation duration. Towards achieving this goal, virtual reality (VR) simulators are used in minimally invasive surgery for technical skills training at the beginning of the learning curve, but have not yet been adapted for open surgery due to its complexity for simulation. This thesis investigated the potential of using a VR simulator for training in orthopaedic hand surgery, with an emphasis on providing a meaningful, effective and motivating addition to current training methods for surgical procedures. A review of literature, preliminary research projects and currently available surgical systems revealed limited results on whether a VR simulation of orthopaedic hand surgery could be created, fulfilling the needs of medical experts. Therefore, a study investigating the current state of medical education and to understand the expectations on such a simulator was carried out, which resulted in the identification of promising medical scenarios for simulation (such as carpal tunnel release, distal radius fracture treatment or surgical incision) and in requirements for its development. Different software frameworks have been evaluated for their ability for use by analysing five developed demonstrators, with the result that a custom implementation of a six-degrees-of-freedom haptic algorithm was required. By following a human-centred design approach, a VR surgical simulator with inbuilt objective measures of assessment has been developed, allowing applying a plate, drilling holes, measuring their lengths, inserting screws and taking virtual X-rays, supported by haptic feedback for increased realism and teaching aspects not possible by common computer-based simulators, such as feeling the resistance when drilling through the cortical bone. By close collaboration with medical experts and following user interface design principles, a carried out medical evaluation of the simulator showed that the simulator was well-received by the targeted young doctors and medical students, that relevant aspects of the implemented medical scenario are taught and that the users’ performance can be assessed. The findings of this work showed that it is possible to create an interactive VR simulator aimed at early stages to learn basic orthopaedic principles of open surgery using the example of the treatment of distal radius fractures in a meaningful manner. It addresses issues in the current medical education and enables learning educational objectives repeatedly in reusable medical scenarios and in a safe and controlled environment, without the risk of harming patients, and thus contributing to improved quality and patient safety when proceeding to the operating theatre.

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29

Merritt, Jennifer. "Individualized Instruction as a Faculty Training Strategy for Technology Integration." NSUWorks, 2017. http://nsuworks.nova.edu/gscis_etd/1013.

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It is inevitable that campus-based higher education will adopt some form of a hybrid learning approach. For schools and their faculty members, this means the acknowledgment and acceptance of these changes are required. Campus-based higher education faculty members wish to change how they teach courses due to societal demands to better suit the next generation of students. Initially, schools began offering new technology to faculty that wished to use the technology; however, over the years, due to the demands of competition with other schools and next generation, tech-savvy students entering academia, schools are starting to require the use of technology that was once only an option for faculty members. This implementation of incorporating technology into the classroom has faced several roadblocks because what was once considered a simple transition has become more complex due to faculty resistance to new technology, which stems from various limitations, barriers, and perceptions, such as low computer self-efficacy, high computer anxiety, and time to learn new technology. The purpose of this study was to understand how in-service faculty experience individualized training as a method of teaching faculty how to use the technology and integrate it into their courses. The lived experiences and perceptions of in-service faculty regarding individualized training were specifically focused on to determine how individualized instruction was perceived to help or hinder integrating technology into their courses. The focus was the experience Harper College and McLennan Community College’s in-service faculty, who experienced training through the group training currently offered by the schools, as well as the proposed individualized training. Higher education faculty from general study areas, such as English, math, and science were invited to participate. The study consisted of a 6-week individualized training program for 12 in-service faculty members (seven completed the study) who previously participated in a group training program about Blackboard. The study was a phenomenological approach in that used interviews to gather information regarding the lived experiences as the basis of analysis. The data for this study were gathered, horizonalized, and analyzed through a 7-step data processing method for phenomenology studies. After the data were analyzed, the findings show how developing a good individualized training program can help in-service faculty members not only integrate technology into their course designs but address any of the limitations or barriers the faculty faced. These findings coincide with the recommendations that training programs need to be developed into a phased approach in which the existing group training should continue but a secondary training program should be developed that incorporates andragogy-based principles and the technological pedagogical content knowledge (TPACK) framework.

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30

Pickles, John Finbarre. "The process oriented information technology curriculum : a model." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274273.

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Riggs, C. Anne. "Values & beliefs in science & technology education." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/771372/.

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The motivation for this thesis arose from personal dissatisfaction with the way I was tutoring in-service courses on biotechnology for teachers. Biotechnology is a area of science and technology which raises many controversial issues and I felt unable to discuss in a meaningful way such issues. I therefore began to research into the inclusion of value issues in science and technology education. The literature indicated that values are fundamental in decision-making and that values are a consequence of the beliefs, constructs or frameworks of meaning people hold. A study of the literature about the nature of technology and science was followed by a brief review of the inclusion of values in education. The area for the research was identified as educators' beliefs and perceptions about science and technology and the influence of these on the inclusion of awareness of values in teaching. Adopting an interpretive methodology, in-depth interviews were the main research technique but the interview questions were derived from the quantitative analysis of a questionnaire. The main research findings indicate that educators believe that science is socially constructed knowledge and that all aspects of technology are value-laden, yet the same educators present a positivistic, impersonal view of science and the only values addressed in technology are relate to economics and marketability. It is postulated that an impersonal, deterministic image of science and technology is not conducive to the inclusion of a wide range of values. In the concluding chapters the need for educators to reflect on their beliefs is emphasised and possible ways to do this explored.

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Bromage, Adrian. "Technology-led curriculum change : from anticipation to performance." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275669.

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Al-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.

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Coughlin, Stephen J. "An assessment of the shipboard training effectiveness of the Integrated Damage Control Training Technology (IDCTT) version 3.0." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA345970.

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Thesis (M.S. in Management) Naval Postgraduate School, March 1998.
Thesis Advisor(s): Bernard J. Ulozas, Alice Crawford. "March 1998." Includes bibliographical references (p. 147-150). Also available online.

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Fuller, John V., Alice M. Crawford, and Frank C. Petho. "Measuring Damage Control Assistant's (DCA) decision-making proficiency in Integrated Damage Control Training Technology (IDCTT) training scenarios." Thesis, Monterey, California: Naval Postgraduate School, 1993. http://hdl.handle.net/10945/24190.

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36

D'Cruz, Mirabelle. "Structured evaluation of training in virtual environments." Thesis, University of Nottingham, 1999. http://eprints.nottingham.ac.uk/11109/.

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Virtual Environments (VEs) created through Virtual Reality (VR) technologies have been suggested as potentially beneficial for a number of applications. However a review of VEs and VR has highlighted the main barriers to implementation as: current technological limitations; usability issues with various systems; a lack of real applications; and therefore little proven value of use. These barriers suggest that industry would benefit from some structured guidance for developing effective VEs. To examine this ‘training’ was chosen to be explored, as it has been suggested as a potential early use of VEs and is of importance to many sectors. A review of existing case studies on VE training applications (VETs) examined type of training applications and VR systems being considered; state of development of these applications and results of any evaluation studies. In light of these case studies, it was possible to focus this work on the structured evaluation of training psycho-motor skills using VEs created by desktop VR. In order to perform structured evaluation, existing theories of training and evaluation were also reviewed. Using these theories, a framework for developing VETs was suggested. Applying this framework, two VETs were proposed, specified, developed and evaluated. Conclusions of this work highlighted the many areas in the development process of an effective VET that still need addressing. In particular, in the proposal stage, it is necessary to provide some guidance on the appropriateness of VET for particular tasks. In the specification and building stages, standard formats and techniques are required in order to guide the VE developer(s) in producing an effective VET. Finally in the evaluation stage, there are still tools required that highlight the benefits of VET and many more evaluation studies needed to contribute information back to the development process. Therefore VEs are still in their early stages and this work unifies existing work in the area specifically on training and highlights the gaps that need to be addressed before widespread implementation.

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Richards, Henry Frank. "Transparent technology in the classroom." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2478.

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Flink, Kurt. "International APU (Workplace training)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30070.

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SAMMANFATTNINGSyftet med denna undersökning var att försöka hitta de eventuella positiva effekter som kunde tänkas uppstå vid genomförande av arbetsplatsförlagd utbildning internationellt (utlands APU) för att i en förlängning kunna använda det som ett pedagogiskt hjälpmedel för de elever som studerar på Allhamra gymnasieskolas industriprogram. Materialet till undersökningen grundar sig på rapporter från Utbildningsdepartementet och intervjuer från elever på Allhamra gymnasieskolas industriprogram.Metoden som valdes var kvalitativa intervjuer med halvstrukturerad intervjuform och ett fenomenografisk beskrivande perspektiv användes vid återgivande av informanternas svar där en hermeneutisk tolkning av intervjuerna gjordes. Det slutliga deltagarantalet uppgick till åtta personer. Resultatredovisningen och resultatsammanfattningen visar att informanter som har genomfört utlands APU har fått yrkesmässig utveckling därmed nya kunskaper, de har även förbättrat sina språkkunskaper och fått ett stärkt självförtroende Det framkom även idéer hur studiemotivationen kan förbättras.

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Wedemalm, Manfred. "Learning platform for training critical thinking." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448542.

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40

DEAN, CAROL MAE. "PREPARING PRESERVICE TEACHERS TO MEET THE ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS: A CASE STUDY OF AN INSTRUCTIONAL TECHNOLOGY CLASS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997725100.

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41

Grady, Abdurazak M. "Technology transfer with special reference to international postgraduate education." Thesis, University of East London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482063.

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42

Roden, Cynthia Lillian. "Young children's collaborative problem solving in design and technology." Thesis, King's College London (University of London), 2000. https://kclpure.kcl.ac.uk/portal/en/theses/young-childrens-collaborative-problem-solving-in-design-and-technology(bdf1bf7d-7814-461c-9ac0-006289deac1a).html.

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Ahmad, Amna Khurshid. "A Delphi Study| Technology Leadership Network?s Perceptions of ISTE Essential Conditions for Technology Integration in Professional Learning Communities." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700228.

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Purpose: The purpose of this Delphi study was to identify the essential conditions (ISTE) required for technology integration in Professional Learning Communities for building effective teams, promoting collaboration, and endorsing shared decision making processes as perceived by members of the joint Technology Leadership Network of the Riverside County Office of Education and San Bernardino County Superintendent of Schools, California.

Methodology: A structured Delphi Study using mixed methods was conducted to find the expert panel's opinions, the members of the Technology Leadership Network in Riverside County Office of Education. Round 1 and Round 3 comprised scaled questions, producing quantitative data. Round 2 consisted of open ended questions, producing qualitative data.

Findings: Delphi expert panelists ranked shared vision, ongoing professional learning, empowered leaders, and student-centered learning as the top four ISTE essential conditions required for technology integration in PLCs. The Delphi expert panelists also identified the preconditions necessary for technology integration.

Conclusions: Based on the findings, a transformational plan and a change model were designed to effectively implement technology integration in Professional Learning Communities. The purpose of the plan and model was to provide step-by-step instructions for a transformational change plan for technology integration in Professional Learning Communities.

Recommendations: To prepare educators for 21st century PLCs, it is crucial to have technology integrated in professional developments. Technology integration is indispensable for PLCs to build effective teams and to have collaboration and effective decision making; however, it is not possible unless PLCs have a deliberate shared vision, embedded ongoing professional learning, empowered leaders at all levels, and data driven student centered learning. The prerequisites, if addressed properly, can provide the strong foundation required for technology integration in PLCs. Yet, the change needs to come within one's self, and educators as lifelong learners are the right people to integrate this change.

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Lai, Kam Wing. "Information technology in education computer-based training courseware design & development." Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1447771.

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Bartlett, Nick, Cynthia Davis, Mark DeArmas, Daniel Hyatt, Johanna Matias, Ryan Schmidt, Tracey Scindian, Vernon Red, and Jonathan Catalano. "Research and analysis of possible solutions for Navy-simulated training technology." Thesis, Monterey, California: Naval Postgraduate School, 2015. http://hdl.handle.net/10945/45245.

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Approved for public release; distribution is unlimited
Training of military forces is essential to prepare our military to be successful in combat. Research and analysis has revealed that the Navy currently has a gap in its ability to train against Fast Attack Craft (FAC)/Fast Inshore Attack Craft (FIAC) attacks. The objective of this capstone project was to research current training capabilities, determine training requirements, determine what training gaps remain based on analysis of a prototype laser-based training system, and provide recommendations to meet the needs for a Navy live-simulated training environment. Currently, there is no single technology that can satisfy all training needs and requirements of the Navy to defend against this threat. Recommendations include further evaluation of the prototype system, using the prototype during certain training exercises, and blending several technologies into one combined training system. Laser-based technology can benefit the Navy when used in the right training scenarios and with the correct blend of technology.

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Khalid, Halimaton. "The effects of new office technology on secretaries attitudes and training." Thesis, University of Huddersfield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327180.

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Hategekimana, Claver Pierre. "Cognition and Technology effectiveness of intelligent tutoring systems for software training /." [Ames, Iowa : Iowa State University], 2008.

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Sitko, Deidre Ellen. "Kennedy coyotes and computers: A technology training program for Kennedy School." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1327.

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Pereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.

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The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.

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Jackson, John C. "Technology Integration and Training in Small and Medium-Sized Manufacturing Enterprises." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7154.

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Business leaders' lack of effective technology strategies results in lower quality products in the machining industry. This multiple case study was an exploration of the strategies that machining industry business leaders in small and medium-sized enterprises (SMEs) used to implement technology training. The population consisted of 9 business leaders from 3 machining industry SMEs in the southeastern United States who had successfully used technology-training implementation strategies. The conceptual framework for this study was the reasoned action theory, as demonstrated through the technology acceptance model (TAM). The data collection process included semistructured interviews and organizational documentation. Data analysis was conducted following Yin's 5-step approach. Data were compiled and organized, disassembled into fragments, reassembled into sequence of groups, and interpreted for meaning. Methodological triangulation and member checking validated the trustworthiness of those interpretations. Three themes emerged from the data analysis: ensuring technology preparedness, delivering appropriate employee training, and overcoming barriers to implementation. The implications of this study for positive social change include the potential to establish a workforce with high technology skills that is prepared to provide an improved quality of life for themselves and their families.

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