Готові списки джерел за темами / Technology student

Добірка наукової літератури з теми "Technology student"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Technology student"

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Bundasak, Supaporn. "Student Behavior Analysis Affecting Learning Achievement of Information Technology and Computer Science Students." International Journal of Machine Learning and Computing 10, no. 2 (February 2020): 346–51. http://dx.doi.org/10.18178/ijmlc.2020.10.2.941.

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Surendran, Krishnapriya. "Student Academic Management System Using Blockchain Technology." Journal of Advanced Research in Dynamical and Control Systems 12, SP3 (February 28, 2020): 1410–15. http://dx.doi.org/10.5373/jardcs/v12sp3/20201392.

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Lin, Shu-Hwa. "Computer Technology." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 80–88. http://dx.doi.org/10.4018/jicte.2011010108.

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This paper describes an innovative course wherein students and faculty collaborate to design, manufacture, manage, and sell organic cotton tote bags. Students remained responsible for the project from start to finish. Responsibilities included all aspects of product development from market research and design conceptualization to producing, promoting and selling the finished tote bag embellished with a heat transfer printed department logo. Moreover, the project required students to develop proficiency in multiple specific computer software programs to facilitate the product development process and ongoing management of promoting, distributing and selling the goods. With the development of fashion design and management skills and applications of computer technology, student projects were successfully executed. Based on positive student evaluations and profitable sales, the course was highly rated.
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4

Gaddis, Margaret L. "Faculty and Student Technology Use to Enhance Student Learning." International Review of Research in Open and Distributed Learning 21, no. 4 (June 8, 2020): 39–60. http://dx.doi.org/10.19173/irrodl.v21i3.4600.

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Scholarly research has indicated that technology adoption to facilitate blended learning promotes the academic success of many different types of students and improves the quality of existing educational offerings. To understand how technology enhances learning, surveys queried the faculty and students of a statewide community college system. The results indicated widespread technology use among the faculty and students. The faculty survey revealed details of technology tools employed and the motivations for their use or discontinued use. Details regarding faculty use of learning management systems, textbooks, and other media characterized the current technology adoption climate. The student survey collected information about students’ perceptions of how technology influenced their learning, their preferences for specific technology tools, and their student progress. Ninety-three percent of student respondents indicated that technology enhanced their learning. Alignment between the faculty use and student preference for technology tools suggested that students are actively engaged in the technology resources used by faculty to enhance learning. Students described how technology facilitated multimodal learning. They also noted that technology increased communication, access, and inclusion in learning. Successful technology use and integration, accompanied by ongoing scholarly debate and monitoring, has the potential to provide more access, promote learning outcomes, and preserve the investment of technology for the institution. The surveys employed here, when used semi-annually, may provide a low-cost model for technology integration monitoring and evaluation. The responses to the surveys also have the potential to provide technology use and integration data that informs strategic planning processes and institutional learning outcome development.
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5

Wallace-Spurgin, Mekca. "Implementing Technology: Measuring Student Cognitive Engagement." International Journal of Technology in Education 3, no. 1 (November 13, 2019): 24. http://dx.doi.org/10.46328/ijte.v3i1.13.

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In an effort provide access to devices and prepare students for the future, a small rural high school committed to becoming a high-tech school. However, data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. The year after the initial rollout of the devices, IPI-T data was collected three times. Additionally, faculty collaborative sessions were planned and facilitated within one week of collection data. Participating in each faculty collaborative session, teachers (a) became familiar with the IPI-T Rubric and Protocols, (b) analyzed and discussed the data, (c) identified high-quality examples of student learning that foster student engagement with technology, (d) designed high-quality lessons that foster student engagement with technology, (e) compared longitudinal data and set goals for future data collection using the IPI-T tool. An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which is associated with higher-levels of cognitive engagement.
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6

VanDerSchaaf, Hans, and Tugrul Daim. "Critical Factors Related to Student Success Technology." International Journal of Innovation and Technology Management 17, no. 06 (October 2020): 2050045. http://dx.doi.org/10.1142/s0219877020500455.

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This study examines university students’ perspectives on student success technology. Efforts to improve graduation and retention rates for undergraduates (i.e. “student success”) and initiatives to enhance the overall student experience are critical for higher education administrators, faculty and staff. These actors are significantly dependent on technology and technology-mediated services. To help understand student perspectives on online services related to student success, this study uses data from a 2016 survey of ABC University students about the importance and satisfaction that students placed on accomplishing key tasks online ([Formula: see text] respondents). The main questions in this inquiry are: (1) What, if any, factors, or latent variables, are in the data set? (2) If there are latent variables, what might they tell us about students’ perspectives on accomplishing critical online tasks? The study’s main findings are that five factors — navigation, tactical, funding, personalization and planning - are present in the data and statistically significant. The findings also suggest that a sixth factor, funding, is not significant. This study contributes to the literature by supporting the notion that there is harmony between the technology that universities utilize to support students and the value that students derive from such tools.
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Siegle, Del. "Technology: Student Animation Projects." Gifted Child Today 37, no. 3 (June 20, 2014): 194–99. http://dx.doi.org/10.1177/1076217514532276.

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Iluzada, Christina Long, Robin L. Wakefield, and Allison M. Alford. "Personal Technology in the Classroom." Journal of Effective Teaching in Higher Education 4, no. 3 (January 4, 2022): 111–31. http://dx.doi.org/10.36021/jethe.v4i3.229.

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College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.
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Byker, Erik Jon, S. Michael Putman, Laura Handler, and Drew Polly. "Educational Technology and Student Voice: Examining Teacher Candidates’ Perceptions." World Journal on Educational Technology: Current Issues 6, no. 3 (August 5, 2017): 119. http://dx.doi.org/10.18844/wjet.v6i3.1687.

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Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students’ choice, creativity, and freedom. Seminal educationists—like Dewey and Montessori—centered the purposes of education in the flourishing and valuing of Student Voice. This article examines the relationship between the integration of educational technology and Student Voice . In particular, the article describes and reports on a mixed-methods study of teacher candidates’ (n=63) perceptions of and practices with integrating digital technology and Student Voice. The article has two objectives. The first objective is to examine how teacher candidates construct and define the term Student Voice. The second objective is to describe how teacher candidates integrate digital technology and Student Voice into their lesson plan ideas. The study had three findings. First, the teacher candidates most closely defined and connected Student Voice with creative freedom. Second, although the teacher candidates had learner-centered definitions for Student Voice it was difficult for them to translate their definitions into actual lesson plan ideas that included the integration of educational technology in order for students to create so that their voices could be heard. Third, the student questionnaire data also illustrated how teacher candidates had varied perceptions of the relationship between technology and Student Voice; the candidates were more likely to describe elementary students’ primary use of technology as “using apps or software to practice subject-area skills” or “playing educational games” than any other technology-rich activities. The teacher candidates were disconnected in their perceptions about what Student Voice meant and their proposed pedagogies to enhance Student Voice with digital technologies. To address the disconnect, the article discusses strategies that can guide teacher candidates to integrate educational technology into their lesson plans to allow students to create and for the Student Voice to resonate throughout the classroom community.
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Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (March 2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.

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Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.
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Дисертації з теми "Technology student"

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Thiuri, Phillippa. "International Student Satisfaction with Student Services at the Rochester Institute of Technology." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2369.

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Thesis advisor: Philip Altbach
While there is a significant body of literature concerned with the experience of international student acclimatization to life and study on campuses all over the United States, very little of this research examines their self-reported satisfaction with student services. This study examines what services are important to international students and what is their experience? This is a study of international students at the Rochester Institute of Technology in Western New York and their satisfaction with programs and activities provided to welcome, serve, retain and involve international students in mutual intercultural learning with Americans. The study results reveal that services related to academics provide the most satisfaction and meet the expectations of the international students surveyed. The study further revealed that the services registering the lowest satisfaction were: (1) Student Financial Services; (2) Housing Operations; (3) Co-operative Education Placement; (4) Dining Services; and (5) Transportation Services. The findings also reveal that female international students reported the highest satisfaction and the lowest dissatisfaction
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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2

Paniagua, Debbie A. "Student perspectives on technology and technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999paniaguad.pdf.

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Boyd, William Patrick. "Bring your own technology| The effect of student-owned technology on student engagement." Thesis, Trevecca Nazarene University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706805.

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The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.

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Prendergast, Carrie Ann. "Nontraditional online students perceptions on student success conditions." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.

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This dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.

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Corwin, Patricia M. "Handheld technology impact on student learning /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/PCorwin2006.pdf.

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Korkmaz, Ali. "Does student engagement matter to student success?" [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290756.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4674. Advisers: Barbara A. Bichelmeyer; Ginette Delandshere. Title from dissertation home page (viewed May 22, 2008).
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Cabellon, Edmund T. "Redefining Student Affairs Through Digital Technology| A Ten-Year Historiography of Digital Technology Use by Student Affairs Administrators." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013238.

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The student affairs profession is at a crossroads (Torres & Walbert, 2010) given digital technology’s growth and the academy’s administrative expansion (Bowen, 2013). Student affairs administrators must simultaneously respond to digital technology’s implications in students’ lives (Kirschner & Karpinski, 2010) and to new state and federal compliance mandates connected to their expanding campus roles (Dungy & Gordon, 2010). Student affairs leaders acknowledge that these competing priorities demand more nimble responses (Manning, Kinzie, & Schuh, 2013; McClennan & Stringer, 2009). Significant research (Barr, McClennan, & Sandeen, 2014; Elkins, 2015; Dungy & Gordon, 2010; Junco, 2014; Kuk, 2012; Torres & Walbert, 2010) highlights that student affairs administrator‘s digital technology use can augment traditional in-person co-curricular student experiences; yet, minimal research exists on how student affairs administrators utilize digital technology.

This qualitative, historical, interpretive study analyzed student affairs administrators’ digital technology use from 2005 to 2015. Three research questions and three sub-questions framed the research design, which utilized three data sources. The researcher conducted (N=16) interviews with student affairs professionals and educators. Elite interviews (N=5) were conducted with some of the earlier student affairs digital technology adopters, while (N=11) key informant interviews were conducted with administrators who started their professional careers in 2005. (N=206) documents, including conference presentations and publications, were collected through the Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (ACPA)’s websites. Data were analyzed in-case and across cases to highlight overall themes and a progressive timeline of how student affairs professionals used digital technology throughout their work. Using the futurology lens, the researcher envisioned how student affairs should use technology over the next ten years.

Analysis revealed that since 2005, student affairs administrators utilized digital technology to build capacity in their campus work, augment existing engagement efforts with students, faculty, and staff, and inspire change within and outside of their institution. Additionally, a historic timeline described how NASPA and ACPA provided limited, yet progressive, digital technology professional development education.

Student affairs administrators, professional organizations, and academy leaders leading digital technology implementation efforts might utilize the researcher’s recommendations as a starting point to catalyze the academy’s ongoing evolution.

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Carver, Leland Joseph. "A Clockwork Orange: Student Advising and Technology." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou159621692037443.

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Arnold, Lydia Jane. "Using technology for student feedback : lecturer perspectives." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2014121/.

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The purpose of this research is to investigate lecturers’ experiences of choosing and using technology for feedback in the context of UK higher education. The study takes a critical realist perspective and utilises a narrative interview methodology. Analysis is undertaken using two complementary approaches. First a connecting strategy explores the themes within each participant’s account, and then a categorising strategy looks at similarities and differences between cases. As a product of the analysis, portraits are created to encapsulate each individual lecturer’s experience. The findings provide a thick description of the deliberations undertaken by lecturers in the formation of feedback practice and in the associated technology selection. Participants come from a range of discipline areas and from five different institutions. They use technologies that incorporate text, audio and audio-visual media. The findings demonstrate that practice is shaped by underlying beliefs about how students use feedback, differing conceptions of academic identity, perspectives of students’ technology expectations, the search for efficiencies, changes in the types of teaching undertaken, professional history, and technological confidence. Individual lecturers are shown to exercise different reflective modes and they mediate the influences on practice in the context of personal priorities. Social networks are shown to be very important in framing feedback and technology related concerns. The practice landscape is shown to be contentious as lecturers hold views about each other’s feedback diligence and technology use. Engagement with technology impacted on lecturers’ perceptions of the quality of feedback being produced. It also triggered some lecturers to reflect on feedback through a different lens and to begin to challenge some of their established practices. The study concludes with recommendations to educational developers and to higher education institutions. More research into the relationship that lecturers have with feedback and technology is recommended.
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Pamuk, Sonmez. "Faculty technology mentoring how graduate student mentors benefit from technology mentoring relationship /." [Ames, Iowa : Iowa State University], 2008.

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Книги з теми "Technology student"

1

Stephenson, George E. Power technology: Student manual. 4th ed. Albany, N.Y: Delmar Publishers, 1986.

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2

Adams, Sharon. Connecting student learning & technology. [Austin, TX]: Technology Assistance Program, Southwest Educational Development Laboratory, 1999.

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3

McGraw-Hill, Brad Thode, and Terry Thode. Technology In Action, Student Edition. 2nd ed. New York: Glencoe/McGraw-Hill, 2000.

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4

Partners, Certification, and CIW -- Certified Internet Web Professional, eds. Network technology associate: Student guide. Tempe, AZ: Certification Partners, 2014.

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5

Bull, Joanna. Using technology to assess student learning. Sheffield: Committee of Vice Chancellors and Principals, Universities' Staff Development Unit, 1993.

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PUBLISHER, PRENTICE HALL. Prentice Hall technology applications: Student worktexts. Upper Saddle River, N.J: Pearson Prentice Hall, 2004.

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7

Milady's standard nail technology: Student workbook. 7th ed. Clifton Park, NY: Milady/Cengage Learning, 2015.

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8

Botero, Alisha Rimando. Milady's standard nail technology student workbook. 6th ed. Clifton Park, NY: Cengage Learning, 2011.

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9

Judy, Onody, and Jacobson Saryl, eds. Movement: Science and technology student journal. Toronto: GTK Press, 1999.

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10

Anne, Bagwell, ed. Student handbook for ICT: IGCSE. Cambridge: Pearson Publishing, 2008.

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Частини книг з теми "Technology student"

1

Kingdon, Patricia. "The Successful Student." In Technology Teachers as Researchers, 199–221. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-443-7_10.

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Maniam, Regina, and André M. Everett. "Nascent Student Entrepreneurship." In Technology-Based Nascent Entrepreneurship, 257–78. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59594-2_11.

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Yong, Tay Hui, and Zhu Gaoxia. "Enhancing Student Self-Assessment Using Technology." In Student Self-Assessment, 71–81. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003140634-7.

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Stefkovich, Jacqueline A., and William C. Frick. "Technology, Cyberbullying, and Sexting." In Best Interests of the Student, 131–51. 3rd ed. 3rd edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367816032-10.

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Fung, P., and M. Elsom-Cook. "Student modelling toolkits." In Learning Technology in the European Communities, 383–94. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2672-4_34.

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Singh, Dharmpal, Ira Nath, and Sonali Bhattacharyya. "Information Technology and Student Success." In Digital Education for the 21st Century, 307–35. Boca Raton: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003180517-13.

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Morin, Molly F., Mathew J. Palakal, and Michele J. Hansen. "Supporting Underrepresented Information Technology Students Through High Impact Practices." In Student Support Services, 1–14. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_31-1.

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Mathews, Malachy. "BIM Collaboration in Student Architectural Technologist Learning." In Architectural Technology, 213–30. Oxford: John Wiley & Sons, 2013. http://dx.doi.org/10.1002/9781118292365.ch5a.

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Newhouse, Paul. "Applied Information Technology." In Digital Representations of Student Performance for Assessment, 49–98. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-341-6_4.

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Sosnovsky, Sergey, Laurens Müter, Marc Valkenier, Matthieu Brinkhuis, and Abe Hofman. "Detection of Student Modelling Anomalies." In Lifelong Technology-Enhanced Learning, 531–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_41.

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Тези доповідей конференцій з теми "Technology student"

1

Schultes, Gretchen A., Elizabeth Miller, Janet Simons, and Jesse Thomas. "Student technology consultants." In the 32nd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027802.1027868.

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Jones, Allan R. "Student technology fellows program." In the 30th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/588646.588712.

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Pavolka, Rita, and Karen Miller. "Introducing student technology at IU (STIU) to incoming students." In the 26th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/288335.288505.

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Casaña Granell, Jose, Manuel Zarzoso Muñoz, Yasmin Ezzatvar de Llago, Josep Benítez Martínez, Elena Marqués-Sulé, and Gemma V. Espí-López. "STUDENT GENERATED GLOSSARY FOR PHYSICAL THERAPY STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1675.

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"Student 2010 committee." In 2010 IEEE Conference on Sustainable Utilization and Development in Engineering and Technology (STUDENT). IEEE, 2010. http://dx.doi.org/10.1109/student.2010.5687012.

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Wagner, Jason. "Technology and student services expo." In the 38th annual fall conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878335.1878361.

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Wang Xin. "General chair of STUDENT 2012." In 2012 IEEE Conference on Sustainable Utilization and Development in Engineering and Technology (STUDENT2012). IEEE, 2012. http://dx.doi.org/10.1109/student.2012.6408347.

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Zafar, Faiza, Hifza Abid, Javeria Ahmed, Khan Hashim Raza, Rashad Ramzan, and Qamar-ul-Wahab. "Design of a highly linear 900MHz single ended LNA in 0.35µm CMOS technology." In 2010 IEEE Conference on Sustainable Utilization and Development in Engineering and Technology (STUDENT). IEEE, 2010. http://dx.doi.org/10.1109/student.2010.5686993.

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"2012 IEEE Conference on Sustainable Utilization and Development in Engineering and Technology (STUDENT2012) [Copyright notice]." In 2012 IEEE Conference on Sustainable Utilization and Development in Engineering and Technology (STUDENT 2012). IEEE, 2012. http://dx.doi.org/10.1109/student.2012.6408349.

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Partridge, Helen, and Gillian Hallam. "Technology and the Human Dimension: Using Web-Based Technology to Develop and Record Generic Capabilities. A Library and Information Studies Case Study." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2659.

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Анотація:
The Queensland University of Technology (QUT) is committed to ensuring that its students are not only discipline savvy but also skilled in generic capabilities. To facilitate the development of generic capabilities within its educational programs QUT has supported a project, which involved the creation of a web based tool known as the Student Capability Profile (SCP). The SCP aims to be a dynamic and flexible vehicle for documenting individual student’s personal development and growth within the broad spectrum of workplace skills. The SCP will be an invaluable tool, especially in the recruitment process, as it will allow students to inform potential employers of their achievement and growth within generic capabilities. This paper will explore a case study of how the system is being used in teaching generic capabilities such as teamwork and communication skills within library and information studies. The paper discusses the practical implications of using technology to facilitate student development of generic capabilities and how it impacts on the teaching and learning process.
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Звіти організацій з теми "Technology student"

1

VanDerSchaaf, Hans. Determinants of Student Information Technology Adoption. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7377.

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2

Oreopoulos, Philip, and Uros Petronijevic. Student Coaching: How Far Can Technology Go? Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22630.

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3

Roelse, Katya, and Adriana Gorea. Using Technology to Improve Student Experience with Critique. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-402.

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4

Vigdor, Jacob, and Helen Ladd. Scaling the Digital Divide: Home Computer Technology and Student Achievement. Cambridge, MA: National Bureau of Economic Research, June 2010. http://dx.doi.org/10.3386/w16078.

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5

Pookulangara, Sanjukta, and Arlesa Shephard. Technology Vs. Teachers: Student use of university digital collections and role of Teachers. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1841.

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6

Ett, William H. Software Technology for Adaptable, Reliable Systems (STARS) Program: SPMS Training Class: Student Handout. Addendum. Fort Belvoir, VA: Defense Technical Information Center, September 1991. http://dx.doi.org/10.21236/adb157201.

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7

Beoku-Betts, Iman, and Tom Kaye. EdTech Horizon Scan: Blockchain technology in education. EdTech Hub, July 2022. http://dx.doi.org/10.53832/edtechhub.0101.

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Анотація:
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focusses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
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8

Bakhshaei, Mahsa, Angela Hardy, Jason Ravitz, and John Seylar. Scaling Up Classroom Coaching for Impactful Technology Use. Digital Promise, September 2019. http://dx.doi.org/10.51388/20.500.12265/82.

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Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.
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McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, November 2014. http://dx.doi.org/10.34074/rsrp.005.

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The aim of this research is to generate a resource to assist construction lecturers in identifying opportunities where Building Information Modelling [BIM] could be employed to augment the delivery of subject content within individual courses on construction technology programmes. The methodology involved a detailed analysis of the learning objectives and underpinning knowledge of the course content by topic area, within the residential Construction Systems 1 course presently delivered at Unitec on the National Diplomas in Architectural Technology[NDAT], Construction Management [NDCM] and Quantity Surveying [NDQS]. The objective is to aid students’ understanding of specific aspects such as planning controls or sub-floor framing by using BIM models, and investigate how these could enhance delivery modes using image,animation and interactive student activity. A framework maps the BIM teaching opportunities against each topic area highlighting where these could be embedded into construction course delivery. This template also records software options and could be used in similar analyses of other courses within similar programmes to assist with embedding BIM in subject delivery.
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10

McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, November 2014. http://dx.doi.org/10.34074/rsrp.005.

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Анотація:
The aim of this research is to generate a resource to assist construction lecturers in identifying opportunities where Building Information Modelling [BIM] could be employed to augment the delivery of subject content within individual courses on construction technology programmes. The methodology involved a detailed analysis of the learning objectives and underpinning knowledge of the course content by topic area, within the residential Construction Systems 1 course presently delivered at Unitec on the National Diplomas in Architectural Technology[NDAT], Construction Management [NDCM] and Quantity Surveying [NDQS]. The objective is to aid students’ understanding of specific aspects such as planning controls or sub-floor framing by using BIM models, and investigate how these could enhance delivery modes using image,animation and interactive student activity. A framework maps the BIM teaching opportunities against each topic area highlighting where these could be embedded into construction course delivery. This template also records software options and could be used in similar analyses of other courses within similar programmes to assist with embedding BIM in subject delivery.
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