Training paraprofessionals who work with children with Autism Spectrum Disorder and other related developmental disabilities can be a challenge due to limited resources, time, and money. Alternative ways to train paraprofessionals on a larger scale is needed. Interactive computerized training—a self-paced program that incorporates audio narration, video models, interactive activities, and competency checks—is one potential training method. Interactive computerized training has been successful at training college students and special education teachers to implement discrete trial instruction but their effectiveness in training paraprofessionals is unknown. The purpose of this study was to extend the literature on interactive computerized trainings to evaluate its utility to teach six paraprofessionals to implement discrete trial instruction. Errorless learning procedures are recommended during discrete trial instruction to minimize student errors and promote quicker skill acquisition. A secondary purpose was to evaluate the effectiveness of the interactive computerized training to teach paraprofessionals to implement an errorless learning procedure. Following the training, all participants increased their fidelity of implementation of discrete trial instruction, at varying levels, with a student in their classroom. One participant reached the performance criterion of 90% or higher fidelity following ICT alone and two participants required performance feedback. Three participants required live coaching to increase their fidelity of DTI components to 80%. All feedback was delivered from a distance. Fidelity remained high to untrained instructional programs and at 2-week follow up. Potential limitations and future research related to training paraprofessionals are discussed.

This thesis investigates how rural and remote communities in northeast Thailand harness information and communication technologies (ICTs) for community development and develops a new model of ICT-based lifelong learning centre for local communities. The main research questions are: 1. How to adapt ICTs to fit rural communities? 2. How to integrate ICTs into their lifestyle? 3. How to use ICTs to forge stronger ties within and between local communities? 4. How to develop ICTs in community-based lifelong learning centre? The objective of this research is to develop a model of ICT in community-based lifelong learning centers (CLC) that is suitable for northeast Thailand, and to propose policies for implementing ICTs in CLCs. This study used qualitative methodologies to explore the problem. Data collection took place in Thailand between April, 2005 to March, 2006. The fieldwork covered two communities in Krainun Village, Katharawichai District and Khok Yai Community Forest, Wapi Pathum District, Mahasarakham Province. The data collection procedures included using surveys and questionnaires to develop the research agenda with the target groups while focus group techniques were used as the main data-gathering instrument to further investigate their needs and develop the CLC model. Interviews, observations, workshops and study trips were needed for additional data. A triangulation approach was used to analyse the data from surveys, interviews, observations and discussions. The basic data from the surveys were categorised into four aspects: geographical data, public utilities, social data, and economic data. Using the issues-based analysis methodology, the qualitative data from the focus groups were analysed and interpreted and triangulation was applied to difference data sources. The recorded materials were transcribed and issues related to the research questions were identified. The next step focused on developing the CLC model which applied Knowles’ program development model for adult education and training. This focus on process is a distinguishing feature of this research and comprises the ‘new’ characteristic in the model presented. The study showed that the rural communities grasped the benefits of ICTs and through concrete situations, realised that ICTs could meet their needs. ICT learning activities using a hands-on practical approach motivated them to adapt and integrate ICT in their daily life. They applied their experiences to acquire new knowledge and technology. Their CLCs were developed based on a similar model of their understanding of, and motivation to use, ICT. The model of CLC in both communities is based on their needs, including the concept of establishing a CLC, CLC objectives, CLC management, implementation and evaluation.

This thesis investigates how rural and remote communities in northeast Thailand harness information and communication technologies (ICTs) for community development and develops a new model of ICT-based lifelong learning centre for local communities. The main research questions are: 1. How to adapt ICTs to fit rural communities? 2. How to integrate ICTs into their lifestyle? 3. How to use ICTs to forge stronger ties within and between local communities? 4. How to develop ICTs in community-based lifelong learning centre? The objective of this research is to develop a model of ICT in community-based lifelong learning centers (CLC) that is suitable for northeast Thailand, and to propose policies for implementing ICTs in CLCs. This study used qualitative methodologies to explore the problem. Data collection took place in Thailand between April, 2005 to March, 2006. The fieldwork covered two communities in Krainun Village, Katharawichai District and Khok Yai Community Forest, Wapi Pathum District, Mahasarakham Province. The data collection procedures included using surveys and questionnaires to develop the research agenda with the target groups while focus group techniques were used as the main data-gathering instrument to further investigate their needs and develop the CLC model. Interviews, observations, workshops and study trips were needed for additional data. A triangulation approach was used to analyse the data from surveys, interviews, observations and discussions. The basic data from the surveys were categorised into four aspects: geographical data, public utilities, social data, and economic data. Using the issues-based analysis methodology, the qualitative data from the focus groups were analysed and interpreted and triangulation was applied to difference data sources. The recorded materials were transcribed and issues related to the research questions were identified. The next step focused on developing the CLC model which applied Knowles’ program development model for adult education and training. This focus on process is a distinguishing feature of this research and comprises the ‘new’ characteristic in the model presented. The study showed that the rural communities grasped the benefits of ICTs and through concrete situations, realised that ICTs could meet their needs. ICT learning activities using a hands-on practical approach motivated them to adapt and integrate ICT in their daily life. They applied their experiences to acquire new knowledge and technology. Their CLCs were developed based on a similar model of their understanding of, and motivation to use, ICT. The model of CLC in both communities is based on their needs, including the concept of establishing a CLC, CLC objectives, CLC management, implementation and evaluation.

No description available.

Research indicates that today’s aging population may obtain various benefits from using computer technology. These benefits include increased self-esteem, decreased depression, increased life satisfaction, and decreased loneliness; however, few of these studies have employed quantitative measures to quantify these results. This study focused on the possible benefits related to self-esteem and life satisfaction of older computer users. Participants belonged to either a control group or an experimental group. The experimental group participated in an eight-week computer training course. The control group did not receive computer training. All participants were administered the Rosenberg Self-Esteem Scale and the Life Satisfaction Index-Z at the beginning and the end of the study. The researcher hypothesized that participants who received computer training would have higher levels of self-esteem and life satisfaction when compared with the group of participants who did not receive computer training. Results of the study indicated life satisfaction for both the control and experimental group rose slightly, but was not statistically significant. Therefore it is impossible to say that the SeniorNet computer training course helped to increase aged individuals’ life satisfaction. These results may indicate that any sort of meaningful activity (either participating in a computer class or involvement in social activities at a senior community center) may increase an individuals’ life satisfaction. The results also indicated that self-esteem for the experimental group rose slightly after receiving computer training; however, these results were not statistically significant. It could be possible that the sense of mastery over a subject may have increased the participant’s self-esteem, as stated in the study by Hoot and Hayslip (1983). Further research needs to be conducted on this population, and such research may enhance an aging population’s outlook on life and themselves.

Immunizations are an essential part of children’s healthcare; however, the associated distress can have short- and long-term negative ramifications for children. Parents’ procedural behavior is one of the strongest predictors of children’s distress. The current study evaluated whether an interactive computer training program influenced parents’ knowledge of the impact that their behavior has on their children or their actual procedural behavior during children’s immunizations. 90 parents and their 4- to 6-year-old children receiving immunizations participated. Overall, findings suggest that using a computerized training module to enhance parent knowledge and behavior is helpful but requires improvements in some areas to optimize training.

Research indicates that today’s aging population may obtain various benefits from using computer technology. These benefits include increased self-esteem, decreased depression, increased life satisfaction, and decreased loneliness; however, few of these studies have employed quantitative measures to quantify these results. This study focused on the possible benefits related to self-esteem and life satisfaction of older computer users. Participants belonged to either a control group or an experimental group. The experimental group participated in an eight-week computer training course. The control group did not receive computer training. All participants were administered the Rosenberg Self-Esteem Scale and the Life Satisfaction Index-Z at the beginning and the end of the study. The researcher hypothesized that participants who received computer training would have higher levels of self-esteem and life satisfaction when compared with the group of participants who did not receive computer training. Results of the study indicated life satisfaction for both the control and experimental group rose slightly, but was not statistically significant. Therefore it is impossible to say that the SeniorNet computer training course helped to increase aged individuals’ life satisfaction. These results may indicate that any sort of meaningful activity (either participating in a computer class or involvement in social activities at a senior community center) may increase an individuals’ life satisfaction. The results also indicated that self-esteem for the experimental group rose slightly after receiving computer training; however, these results were not statistically significant. It could be possible that the sense of mastery over a subject may have increased the participant’s self-esteem, as stated in the study by Hoot and Hayslip (1983). Further research needs to be conducted on this population, and such research may enhance an aging population’s outlook on life and themselves.

No description available.

By the year 2020, it is projected that 30% of the United States population will be comprised of people age 65 and older (Administration on Aging, 2004). Individuals over age 65 will continue to constitute a larger proportion of the total population because people are living longer and healthier lives. With older adults living longer, this senior population leads very active lives and often has great interest in modern technology such as the Internet (Nielsen, 2002). Given the use of computers in the workplace and homes and the increase in the number of older adults in the next 20 years, the use of computers by older adults is a significant issue that should be addressed (Czaja, 1996). Computer tasks involve cognitive skills that may be challenging for older adults. Most of the literature suggests that cognitive skills decline as individuals age (Baddeley, 1981; Foos, 1989; Salthouse, 1996; Welford, 1985). Decrements in working memory could place older adults at a disadvantage when performing computer-interactive tasks. To increase the success of older workers' performance with computer technology, web-based training programs designed to accommodate age-related cognitive declines may be an effective avenue to deliver computer training to younger and older adults. The objectives of this study were to explore computer self-efficacy differences between younger adults (18-24 years old) and older adults (65 and older) and to determine if the design of a web-based training system affects individual performance when completing a computer task. Four hypotheses were tested in this study: older adult-centered web-based training program would yield better performance for both younger and older adults; older adults would have lower computer self-efficacy than younger adults; participants with higher computer self-efficacy would perform better on a computer task; and participants with higher usability ratings would perform better on the computer task. Results of the study did not directly support any of the hypotheses. However, age-related differences were evident in training time, task completion time, performance score, and usability ratings. The older adult participants had longer training and task completion times, lower performance scores, and higher usability ratings. Results were discussed in terms of limitations and implications of older-adult centered training programs. / Master of Science

While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school who rated their lowest and highest concerns about using iPads in the classroom. Data sources included the Stages of Concern Questionnaire, Levels of Use observation rubric, and one-on-one interviews. Data analysis included open and axial coding for identification of themes and patterns. Results indicated teachers had little concern with gaining extra training on classroom time and organization and with conflicts between their interests and teaching responsibilities when integrating iPads. Results also indicated they had high levels of concern regarding developing working relationships with fellow faculty members to maximize the benefits of iPad training, as well as about receiving additional iPad training. Finally, results indicated teachers' concerns with acquiring more iPads for students, as well as acquiring greater network connectivity within the school. These results will aid administrators and designers with making positive changes to professional development that both improve and increase teachers' successful integration of mobile technology in their classrooms.