This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.

The objective was to create some high level thinking activities to use with computerized graphic organizers which utilized the multimedia program Hyperstudio and the word processing program AppleWorks. This is an attempt to improve teacher attitudes towards technology, and to increase computer instruction within the classroom.

The objective was to create some high level thinking activities to use with computerized graphic organizers which utilized the multimedia program Hyperstudio and the word processing program AppleWorks. This is an attempt to improve teacher attitudes towards technology, and to increase computer instruction within the classroom.

The purpose of this study was to determine the effect on selected Upward Bound students' vocabulary retention rate and attitude toward computers when using color in a computer assisted instructional (CAI) program. Past research on the use of color in the educational process does not answer questions about possible effects it may have when used in CAI programs. Specific areas addressed by this study include: (1) differences in color computer assisted instructional software and achromatic versions of the lesson, (2) differences in the short-term vocabulary retention rate for color versus achromatic versions, (3) differences in the long-term vocabulary retention rate for color versus achromatic versions, (4) differences on the affective attitude scale for color versus achromatic versions, (5) differences in short-term memory based on gender and computer experience, (6) differences in long-term memory based on gender and computer experience and (7) differences on the affective attitude scale based on gender and computer experience. Subjects in the experiment were high school students participating in Upward Bound programs at Texas Christian University and the University of North Texas. A pretestposttest design was used and data were obtained from seventy-one students. A CAI program presented students with twenty words and definitions via a drill and practice mode. The words came from Schuster's list of rare and seldom used words considered easy to learn. Two computer systems were used in this study, achromatic and color. Students completed the Computer Attitude Scale at the beginning and end of the CAI lesson. A pretest, immediate posttest and two week delayed posttest were administered to both experimental groups. Analysis of the data revealed a significant difference in long-term memory based on gender and computer experience. Girls using the color version of the lesson scored significantly higher on the delayed posttest than girls using the achromatic version.

"The purposes of this study were: (1) to investigate the effectiveness of the computer-student interactive method in presenting statistical concepts and in instructing students in the applications of these concepts, and (2) to develop instruments that test for the understanding of these concepts and the mastery of these application skills"--Abstract. / Typescript. / "Spring Semester, 1990." / "Submitted to the Department of Curriculum and Instruction in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: E. T. Denmark, Professor Directing Dissertation. / Includes bibliographical references.

The problem of this study was to determine if the mathematics achievement of at-risk students using computer-assisted instruction (CAI) differed significantly from other groups of students.

Effective school-based alcohol prevention programs do exist. However, the overall efficacy of these programs has been compromised by implementation failure and a focus on abstinence based outcomes. The current thesis attempted to overcome such concerns by developing a computer-delivered school-based alcohol prevention program founded on a harm-minimisation approach. The aims of this thesis were to assess whether (1) this program would be both a feasible and acceptable means of overcoming the obstacles encountered in the implementation of school-based drug prevention programs, and (2) it was effective in decreasing alcohol misuse and related harm. CLIMATE Schools: Alcohol Module was developed in collaboration with teachers, students and relevant health and legal professionals. The final curriculum based program consists of six lessons, each with two components. The first component involves students completing an interactive computer-based program, with the second consisting of a variety of individual, small group and class-based activities. The feasibility and efficacy of CLIMATE Schools: Alcohol Module was assessed utilising a cluster randomised controlled trial involving 1434, Year 8 students (13 years old) from sixteen schools. CLIMATE Schools: Alcohol Module was found to be both feasible and acceptable in the school setting. The provision of alcohol prevention information in the background of a computerised teenage drama provided young people with an education program they enjoyed in a context to which they could relate. Teachers reported a willingness to implement CLIMATE Schools: Alcohol Module in routine practice. They believed it to be a high quality program which was superior to other drug education programs. CLIMATE Schools: Alcohol Module led to significant increases in knowledge of harm minimisation skills and subdued alcohol related expectancies. It was effective in reducing alcohol use, misuse and related harms for females, but not for males. The differential effects of gender are extensively discussed and implications for future research considered. CLIMATE Schools: Alcohol Module was clearly both feasible and acceptable and has the potential to offer an innovative new platform for the delivery of prevention programs in schools.

published_or_final_version / Education / Master / Master of Education

We have modeled in one-dimension two-dimensional (2-D) quantum wire structures: the notched electron stub tuner (NEST) and the double-notched electron stub tuner (D-NEST). The models consisted of square barriers representing the notches and square wells representing the stubs. We have calculated the transmission coefficient as a function of electron energy and/or device geometries to study electron transport through these quantum wire models. The transfer matrix method was used to calculate the transmission coefficient by utilizing a program written with Mathematica. The program and technique were verified using one-dimensional systems from the literature.We studied the principle of wave interference in the NEST model in the form of intersection points of several curves of the transmission coefficient versus barrier/well separation plotted with no offset. The creation of standing waves, in certain regions of the NEST model, by the interference of incident and reflected waves, gives rise to these intersection points. We have identified features in the conductance curves of the NEST and the transmission coefficient curves of the NEST model (the intersection points) that are very similar and may be explained by the same principle of wave interference.We have studied double-barrier resonant tunneling (DBRT) to assist in our study of the D-NEST model. The resonances in DBRT are attributed to the creation of standing waves between the two barriers for the tunneling and non-tunneling regimes. We attempted to prove the existence of these standing waves by studying the probability density in the D-NEST model. The well of the D-NEST model was scanned down the length of the double-barrier well region to investigate its effect on the transmission coefficient for this purpose. A small square barrier, used as a probe, was also used to study the probability density in the same way as the well was used. Initial scans of the probe above a simple square barrier gave us insight into the possibility of using it to scan for the probability density in the well region. The "over-the-barrier" resonances (attributed to standing waves) were studied in this case.We have developed knowledge of the transmission properties of these models that may aid in the understanding of the electron transport through the 2-D devices. We believe that to "fine tune" the conductance output of the D-NEST device, the second notch should be placed at a location that permits the creation of standing waves, for a specific electron energy value, between the two notches of the device. The "fine tuning" of the conductance output into a square-wave pattern could improve the devices performance as a potential switching mechanism. / Department of Chemistry

In the modern classroom, computer software systems are commonly being used by students to practice and learn academic skills. School systems are increasingly being encouraged to provide technology resources to their students. Physically providing computer software systems for student use does not guarantee that these programs will have an impact on student learning or they will be properly implemented. Two separate studies were conducted to determine how an integrated learning system (ILS) impacted the mathematics achievement of students receiving special education services in math. The first study compared the growth of students' standardized testing scores from Spring 2005 to Spring 2006 between the ILS group (n = 56) and the comparison group (n = 43). Students were receiving special education services for either a primary disability area of a Specific Learning Disability or an Other Health Disability in a Midwestern elementary school setting (grades 3-6). Results indicated no significant difference between the ILS and comparison groups' growth scores. The second part of the study investigated 10 students' math achievement in relation to the math skills practiced, either solely on the ILS or through the ILS and teacher instruction. Students in the second part of the study were receiving special education services in the primary disability area of a Specific Learning Disability or an Autism Spectrum Disorder. Descriptive data gathered suggested that students gained math skills when the ILS was combined with teacher instruction. The discussion focuses on ILS features that were barriers for students with special education needs and how an ILS can be differentiated to become accessible for all learners. / Department of Educational Psychology