Thesis (Ed. D.)--Illinois State University at Normal, 1966. / Title from title page screen, viewed Aug. 5, 2004. Dissertation committee: F. Louis Hoover (chair), Donald M. Prince, Perry M. Ragouzis. Includes bibliographical references (leaves 331-334). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

<p> Technology should play an important role in K-12 education, according to most educators and policymakers (Hastings, 2009). However, despite numerous classroom technology initiatives, supplemental funding, increased availability, encouragement by stakeholders, and urgency to develop 21st-century skills needed for the technology age, students and teachers are not making use of technology effectively in classrooms (Hastings, 2009). In this qualitative study, the researcher detailed how perceptions of technology coaches and teachers in sixth- through eighth-grade southwest Missouri classrooms related to the best model for implementing a technology coach. The duties and qualifications perceived to be important for the position of technology coach were reviewed. Eight technology coaches and eight classroom teachers were interviewed to learn how the position of technology coach has impacted the participants and their schools. Common perceptions were found after data were reviewed. Teachers noted advantages to having a technology coach in the building included the following: troubleshooting support, professional development, research of new programs, support with incorporating technology into curriculum, and an accessible person when there is a technology need. Technology coaches reported the importance of teachers having support in classrooms as an advantage to the position. Teachers and coaches both supported the concept of a coach in the classroom modeling technology integration and working directly with teachers. Professional development was also noted as an important part of a coach&rsquo;s job duties. Conclusions from this study may help school leaders better address the job responsibilities of a technology coach.</p>

Thesis (M. Ed.)--Kutztown State College. / Source: Masters Abstracts International, Volume: 45-06, page: 2746. Includes bibliographical references (leaves 57-58).

No description available.

Thesis (Ph. D.)--UCLA, 2005. / Vita. Includes bibliographical references (leaves 258-266).

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1990. / Abstract precedes thesis as [3] preliminary leaves. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 41-42).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Appendice B in Korean. Typescript. Vita. Includes bibliographical references (leaves 101-114). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Appendice B in Korean. Typescript. Vita. Includes bibliographical references (leaves 101-114). Also available on the Internet.

<p> Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions. </p><p> For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. <?Pub _newline>In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs. </p><p> The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education. </p><p> Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types. </p><p> An online component can be found at http://memeducation.org/</p>