This study investigates the extent to which teachers adopted a computer technology innovation and the role of collaboration in the adoption process. Semi-structured interviews with seven teachers and one Computer Resource Teacher, supplemented by observations and documentation regarding the innovation, provide data for an in-depth, ethnographic case study. Six months were spent in the setting recording the teachers' interactions and processes centered on adopting the innovation. Results show collaboration efforts among teams and the level of uncertainty regarding the innovation influenced the amount of time and the degree to which each team adopted the innovation. Two other factors influenced the adoption rate of the innovation: the interaction that the teachers had with a change agent, which helped to decrease the level of uncertainty about the innovation with two of the teams and thus, increased their adoption rate, and the innovativeness of individuals, which had a direct connection to the rate of adoption and which influenced other members of the grade level and their rate of adoption. Each participant's level of innovativeness, their compatibility and comfort with the innovation, and their efforts to collaborate were significantly related to successful implementation of the computer technology innovation. / Ph. D.

The purpose of this study was to examine Mississippi?s Career and Technology School Administrators? attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS∙A. The study contributed to the literature on technology integration and the NETS∙A in the secondary classroom. The research design for this study was descriptive and correlational. A pilot study was conducted prior to the commencement of the research study in which no problems were identified. Out of a population of 144 Mississippi Career and Technology School Administrators, 102 participated in the study. A survey instrument consisting of three parts was used in this study. Part I of the instrument was designed to collect demographic data and to determine administrators? training and experience with technology. Part II was the "Survey of Administrative Attitudes and Perceptions toward Technology Integration", and Part III was the "Administrator Technology Self-Assessment Tool". The research questions posed in the study were developed to examine Mississippi Career and Technology School Administrators? attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS∙A. The study was further designed to determine whether relationships existed between the variable attitude and perceptions and the variables knowledge and use, demographic characteristics, and experience and training with technology integration. Pearson r, Spearman rs, and Point-biserial rpb were used to analyze the data of the returned surveys. After the data were collected and analyzed, the researcher determined that there was a statistically significant correlation between Mississippi Career and Technology School Administrators? attitudes and perceptions of technology integration and the variable knowledge and use of the NETS∙A and the variable experience and training with technology integration. There was no statistically significant correlation between Mississippi?s Career and Technology School Administrators? attitudes and perceptions of technology integration and the variables age, sex, and years experience as an administrator. Conclusions and recommendations based on the findings in this study indicated that Mississippi Career and Technology School Administrators should be required to increase their experience and training with technology integration. School administrators should also broaden their knowledge and increase their use of the NETS∙A.

This study investigates how four urban school districts, serving low socioeconomic status (SES) student populations, define, prepare teachers for, and implement integration of computer technology into the K-12 classroom in response to a Virginia state mandate. Factors influencing computer integration into the curriculum were also studied. Semi-structured interviews were conducted with 50 educators representing 2 state-level administrators, 12 district level-administrators, 8 school-level administrators, 23 classroom teachers, and 5 school-level technology specialists. Interviews were supplemented by classroom observations, teacher lesson plans, and district technology plans to provide data for an in-depth, multi-case study. Based on the access provided, one to two weeks were spent in each setting conducting interviews and recording the availability and use of computer technology in the classroom and its integration into instruction. All four districts met the mandate as stated and used similar definitions of integration and approaches to teacher preparation and implementation. Results indicate, however, that computer technology use within these schools is still confined primarily to laboratory settings and that students' technology experiences are not directly integrated into daily classroom instruction or lesson planning. Leadership, planning, funding, access to resources, time, training, and support were identified as factors when integrating technology into daily instruction. The mandate required a level of accountability, which served as a device to encourage and motivate more reluctant users of computer technology to gain necessary technical skills and adopt technology as a tool to support instruction. Response to the mandate has (1) increased dialogue between administrators, support staff, and teachers regarding technology and its integration; (2) provided an impetus for districts to use funds to purchase computers and other technology resources; and (3) provided an impetus for districts to begin to look at and monitor, if not evaluate teachers' use of technology for instruction. / Ph. D.

The purpose of the study was to determine how South African mathematics teachers were integrating computers into their classrooms. The study was a response to the low achievement scores in mathematics as attained by grade nine learners in the 2011 Trends in International Mathematics and Science Study (TIMSS). TIMSS 2011 assessed Grade four and eight learners. However, South Africa as well as Botswana and Honduras opted to administer the Grade eight assessment to their Grade nine learners instead. South Africa’s Grade nine learners achieved an average score of 352 (35.2%) out of a possible 1 000 points. This quantitative secondary data analysis study utilised data collected from mathematics teachers from 298 schools in South Africa. The dataset was analysed using descriptive analysis that included percentages as well as the Pearson two-way Chi-square tabulations. The major finding of the study is that 73. 9% of South African mathematics teachers are still not integrating computers into mathematics education. Results showed that teachers are mostly using computers for preparation (35.5%) and administration (65.3%) purposes. Even though 45.5% of the teachers reported that they feel comfortable using computers, others feel that they are still in need of technical support. Moreover, the findings showed that 64.8% of the teachers do not attend professional development programmes that focus on the integration of Information Technology (IT) into mathematics. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

The purpose of this study is to examine the relationship that exists between the reported implementation and integration of computer based technology into the middle schools of Tennessee and the achievement test scores of the middle school students in grades 6, 7, and 8. In January of 2004, 2005, and 2006 the Tennessee Department of Education implemented the EdTech Tennessee Online Technology Evaluation System (E-TOTE) Survey of technology implementation and integration to gather data from public schools. This survey was intended as a means of providing a measure of the status of technology to the federal government required under the No Child Left Behind (NCLB) legislation. Annually students in Tennessee take the state mandated Tennessee Comprehensive Achievement Program (TCAP) test. The reports of the test results are aggregated by school and by grade. This study investigated possible correlations between these 2 sets of data. The technology implementation and integration levels of the schools were analyzed to determine if there were any correlations between reported technology levels for the schools and the school-level TCAP achievement scores in reading and language arts, mathematics, science, and social studies. Specific technology indicators that were examined included the level of technology integration, teaching and learning, educator preparation and development, administration and support services and infrastructure for technology, number of computers, network access, and capabilities and percentages of 8th grade technology literacy. The study population consisted of 154 middle schools in Tennessee that were comprised of grades 6, 7, and 8 for which school3 level Tennessee Comprehensive Assessment Program scores were available and who completed the E-TOTE survey in 2004, 2005, and 2006. The findings include: The correlations identified in this study indicate that there is a very small relationship between the implementation and integration of technology in Tennessee middle schools. The school-level TCAP scores were also found to be increasing for each year from 2004 through 2006 in reading and language arts, mathematics, science, and social studies. Over the same period the number of computers in these schools are increasing, as is the level of technology implementation and integration as measured by the E-TOTE survey system.

While the pastoral environment that surrounds my studio is inspirational in itself, my treescapes and organic abstractions are reflections of referential places experienced along my life's path. Considering the constant onslaught of information in our increasingly rushed society, I hope my work, influenced by the natural world, may allow the viewer to slow down briefly and live in the moment.