The aim of this thesis is to ascertain the degree to which high-stakes assessment for qualifications, such as New Zealand's National Certificate of Educational Achievement (NCEA), act as a barrier to secondary English teachers' use of information and communication technologies (ICTs) with their students. Although the focus is on high-stakes assessment for qualifications, other factors, which might also facilitate or hinder English teachers' use of ICTs, such as professional development and infrastructural, technical and access issues, are also considered. The literature review summarises the factors which tend to constrain or encourage teachers' use of ICTs, with a special focus on the considerable constraint placed on secondary teachers by their role in preparing and assessing students for high-stakes qualifications. The literature review also highlights the lack of convincing research into the impact on learning of ICTs but reveals that, in the subject English, there is some evidence of a positive impact when appropriate ICTs are used by well trained teachers in appropriate contexts. Key NCEA foundation and implementation documents and publicity, achievement standards and assessment activities were analysed to ascertain the degree of official endorsement for the use of ICTs in secondary schools and English programmes in particular. To gauge the perceptions of New Zealand English teachers about the constraints and encouragers of ICTs in their teaching, all NCEA level one English teachers were surveyed. This was followed by face-to-face and online focus groups in which trends revealed in the survey were explored. Document analysis revealed considerable official optimism that the flexibility and internal assessment of the NCEA would enable teachers to make greater use of ICTs. The achievement standards and supporting assessment activities however, tend to situate ICTs at the margins of English programmes as optional extras which, if used at all, tend to support current practice. The focus groups confirmed survey findings that, although English teachers are significant users of ICTs in their personal and professional lives, although they believe in the educational advantages of ICTs and although they work in schools and departments which support the classroom use of ICTs, they face significant constraints which prevent them making as much use of ICTs as they would like in their teaching. Most significant among these constraints is pressure of course coverage and lack of class time (largely attributable to the need to prepare students for high-stakes assessments). Other constraints include lack of adequate access to ICTs and technical support, and lack of appropriate professional development and time to learn about ICTs. Based on the literature review and research findings, recommendations are provided for schools, policy makers and researchers. Key among these is the need to acknowledge the profound influence of high-stakes qualifications on secondary schools and teachers and evolve such qualifications to encourage and enable desired innovations. It is recommended that ICTs could be infused into English and eventually, inter-disciplinary programmes, through the creation of innovative, ICT infused achievement standards which could be combined into flexibly structured courses which better meet the needs of twenty first century students. Also recommended are approaches which enable greater access to ICTs for English teachers and methods of professional development which have proved effective with adult learners. / Subscription resource available via Digital Dissertations only.

abstract: The purpose of this experimental study was to investigate the effects of textual and visual annotations on Spanish listening comprehension and vocabulary acquisition in the context of an online multimedia listening activity. 95 students who were enrolled in different sections of first year Spanish classes at a community college and a large southwestern university were randomly assigned to one of four versions of an online multimedia listening activity that contained textual and visual annotations of several key words. Students then took a comprehension and vocabulary posttest and a survey to measure cognitive load and general attitudes towards the program. Results indicated that textual annotations had a significant positive effect on listening comprehension and that visual annotations had a significant positive effect on how successful students felt. No statistically significant differences were found for other variables. Participants also reported positive attitudes towards vocabulary annotations and expressed a desire to see more annotations during multimedia listening activities of this type. These findings provide further evidence of the impact that multimedia may have on language acquisition. These findings have implications for multimedia design and for future research. Language listening activities should include a variety of vocabulary annotations that may help students to understand what they hear and to help them learn new vocabulary. Further research is needed outside of the laboratory, in the online and increasingly-mobile language learning environment in order to align the research with the environment in which many students currently study. The incorporation of motivation into multimedia learning theory and cognitive load should be explored, as well as new measures of cognitive load. / Dissertation/Thesis / Ph.D. Educational Technology 2010

abstract: Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2011

Doctor of Philosophy / Curriculum and Instruction Programs / Jennifer M. Bay-Williams / Graphing calculators have been used in education since 1986, but there is no consensus as to how, or if, they should be used. The National Council of Teachers of Mathematics and the National Research Council promote their use, and ample research supports the positive benefits of their use, but not all teachers share this view. Also, rural schools face obstacles that may hinder them from implementing technology. The purpose of this study is to determine how graphing calculators are used in mathematics instruction of high schools in western Kansas, a rural region of the state. In addition to exploring the introduction level of graphing calculators, the frequency of their use, and classes in which they are used, this study also investigated the beliefs of high school mathematics teachers as related to teaching mathematics and the use of graphing calculators. Data were collected through surveys, interviews, and observations of classroom teaching. Results indicate that graphing calculators are allowed or required in almost all of the high schools of this region, and almost all teachers have had some experience using them in their classrooms. Student access to graphing calculators depends more on the level of mathematics taken in high school than on the high school attended; graphing calculator calculators are allowed or required more often in higher-level classes than in lower-level classes. Teachers believe that graphing calculators enhance student learning because of the visual representation that the calculators provide, but their teaching styles have not changed much because of graphing calculators. Teachers use graphing calculators as an extension of their existing teaching style. In addition, nearly all of the teachers who were observed and classified as non-rule-based based on their survey utilized primarily rule-based teaching methods.

Made available in DSpace on 2016-08-03T16:16:20Z (GMT). No. of bitstreams: 1 Cristiane Calderari.pdf: 821723 bytes, checksum: 3056a6393f53305885047cb4bad42a53 (MD5) Previous issue date: 2010-09-03 / Este trabalho tem por objetivo problematizar a docência em cursos de tecnólogos, as formas de atuação e de construção de conhecimentos da docência superior por professores universitários de Cursos de Tecnólogos. Considerando o ensino tecnológico, a pesquisa tem seu foco na docência e na constituição dos saberes docentes, partindo da ideia de que os profissionais que ministram aulas em tais cursos não tiveram uma formação para a docência. Desta forma, pretende-se analisar como tais profissionais que atuam na Educação Superior Tecnológica constroem seus conhecimentos sobre a docência superior. Partindo do estudo da legislação pertinente a tais cursos, considerando o contexto socioeconômico e político que os regulamentou, o trabalho fundamenta-se em Tardif (2002) e Cunha (1998; 2001; 2006;2008), em suas discussões sobre os saberes docentes no âmbito do ensino universitário. Para o desenvolvimento da pesquisa foram entrevistados 25 professores que atuam no ensino superior de tecnólogos, analisando aspectos relacionados ao ensino que ministram o que e como ensinam, o planejamento e a avaliação de aulas, a organização do trabalho pedagógico, a relação professoraluno. A contribuição pretendida com este estudo refere-se à compreensão da docência enquanto forma de atuação e de construção de conhecimento sobre a docência, em cursos de Tecnologia Superior.

abstract: Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester. / Dissertation/Thesis / Masters Thesis Computer Science 2017

The present study investigated the effects of learning from an iPad® to real-world skills for children with autism spectrum disorder (ASD). Research has demonstrated that for some children with ASD, electronic media such as an iPad® is highly motivating, highly preferred, and increasing in popularity in homes and in classrooms (Chen & Bernard-Opitz, 1993; Rideout, 2017; Shane & Albert, 2008). Because academic skills are often difficult for children with ASD due to problems with motivation, the current study used the motivating features of iPad® apps to teach real-world academic skills to children with ASD, with the hypothesis that skills would generalize to real-life. The current study used a multiple baseline design across 7 children (6 boys and 1 girl, ages 4-12) with ASD to assess the efficacy of an intervention using iPad® apps on teaching academic skills and the generalization of these learned skills. Baseline measures tested skills both on and off the iPad®, followed by an iPad®-only intervention. In the generalization phase, correct responding increased in comparison to baseline probes for five of the six participants who met mastery criterion during the iPad® intervention. Four participants generalized skills at higher than baseline levels to real-life probes after iPad® Intervention, and one after Booster iPad® Intervention sessions.

Orientador: Luis Antonio Violin Dias Pereira / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-05T12:45:20Z (GMT). No. of bitstreams: 1 Moraes_SuzanaGuimaraes_D.pdf: 50010658 bytes, checksum: fd19532640ee16db1a01334371893f0f (MD5) Previous issue date: 2005 / Resumo: As disciplinas tradicionais de embriologia humana exigem do aluno um rápido entendimento de uma série de mudanças que ocorrem simultaneamente em uma escala macro e microscópica no embrião. Os estudantes têm dificuldade em compreender os conceitos apresentados e criar mentalmente imagens tridimensionais dos processos envolvidos. O estudo do desenvolvimento humano normal e anormal é importante para facilitar o entendimento da anatomia humana e para fornecer a base fisiopatológica da correção cirúrgica ou tratamento clínico dos defeitos congênitos. No presente trabalho foi desenvolvida uma metodologia de ensino para ilustrar e aumentar a compreensão da embriologia humana normal e os defeitos congênitos. A estratégia elaborada envolve a produção e utilização de filmes de técnicas em reprodução assistida e de correção cirúrgica de malformações congênitas, animações desenvolvidas em Flash MX (Macromedia) e a documentação digital macro e microscópica de embriões, fetos e neonatos encaminhados para autópsia. Recém-nascidos e crianças portadores de defeitos congênitos, submetidos à tratamento clínico e cirúrgico também foram documentados. Todas estas imagens obtidas, incluindo os ultra-sons e radiografias, foram cuidadosamente descritas, editadas, catalogadas e organizadas em um banco digital de imagens e dados. Os achados da autópsia, história clínica e outras informações relevantes também foram inseridos no banco de dados. Estas ferramentas de ensino foram utilizadas nos módulos Morfofisiologia Humana I e II do curso de Medicina da Universidade Estadual de Campinas. As aulas de embriologia foram divididas em dois momentos. No primeiro foi descrito o desenvolvimento normal das estruturas corporais, utilizando-se dos esquemas e animações produzidas. No segundo momento, histórias clínicas, imagens de autópsias, de exames imaginológicos e cirurgias corretivas foram apresentadas aos alunos, encorajando-os a identificar as malformações e discutir as histórias clínicas, diagnóstico e terapêutica. O material didático também foi organizado e disponibilizado em um ambiente interativo, o qual foi usado pelos alunos como um complemento às aulas. No final do módulo tanto o material didático quanto a metodologia de ensino desenvolvidos neste trabalho foram avaliados através de instrumentos quantitativos e qualitativos. A maioria dos alunos aprovou a metodologia e enfatizaram a importância da integração entre as disciplinas básicas e clínicas. Esta metodologia se mostrou útil para solucionar uma dificuldade importante associada às metodologias de ensino em instituições médicas, ou seja, a falta de integração entre disciplinas básicas e clínicas / Abstract: Traditional human embryology courses are demanding in that they require students to rapidly understand the various changes that occur simultaneously on a macro and on a microscopic scale in embryos. Students have difficulty in grasping the concepts presented and in creating three-dimensional mental images of the processes invblved. Knowledge of normal and abnormal human development is important for understanding the pathophysiology, clinical treatment and surgical repair of malformations. In this study, we developed a teaching methodology to illustrate and enhance the comprehension of normal human embryology and of birth defects. The strategy involved movies of the assisted reproduction techniques, congenital malformations correction surgeries, the Flash MX (Macromedia) animation development and the macro- and microscopical digital documentation of embryos, fetuses and neonates following autopsy. Newborn babies were also photographed in a nursery. The ultrasound and macro- and microscopic images were carefully described, computer edited, catalogued and organized into a digital image database. The autopsy findings, clinical history and other relevant data were aiso stored in the database. These teaching tools were used in the Human Morpho-Physiology course of the medical curriculum at State University of Campinas. The embryology lectures were divided into two parts. During the first part, the development of the body's structures was explained, while in the second, images of selected autopsies were shown to the students, who were also encouraged to find and discuss the malformations and their clinical history, diagnosis and therapeutics. The teaching materiais were also organized on an educational software used by the students as a complement to the lectures. At the end of the course, research methodology was used aiming at evaluating the developed teaching material and method via an attitudinal measuring scale instrument. Most of the students approved of the method and emphasized the importance of integration between basic and clinical disciplines. This approach proved useful for solving an important difficulty associated with teaching methods in many medical institutions, namely, the lack of integration between basic and clinical disciplines / Doutorado / Histologia / Doutor em Biologia Celular e Estrutural

Orientador: Dirceu da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T11:23:29Z (GMT). No. of bitstreams: 1 Vieira_MarianaCristinadeAlmeida_M.pdf: 1291877 bytes, checksum: 1d82ae5744c8f9e499c933bba6db3d68 (MD5) Previous issue date: 2007 / Resumo: A presente pesquisa analisa as percepções de diretores de escola sobre o processo de incorporação das Tecnologias da Informação e Comunicação (TIC) em seu trabalho. Focamos o diretor de escola como o organizador do trabalho da escola. Desta forma, as TICs devem estar inseridas na gestão da escola, para que haja unicidade de objetivos educativos com as TICs e não somente um trabalho de práticas isoladas de professores. O levantamento bibliográfico realizado abrange as áreas da Administração Escolar e da Tecnologia Educacional. A partir da síntese de assuntos correlatos das duas áreas de estudo foi possível elaborar um instrumento de coleta de dados: uma escala Likert. Esta escala, construída à partir das dimensões de trabalho do diretor de escola ¿pedagógico, administrativo e político, objetiva analisar os fatores significativos do trabalho do diretor de escola usando as TICs. A escala foi aplicada nos alunos, diretores de escola da rede estadual paulista de ensino, do curso de Especialização em Gestão Educacional (CEGE) entre os meses de janeiro a março de 2007. Os dados obtidos foram analisados de forma quantitativa, segundo a Análise Fatorial Exploratória. Identificou-se 13 fatores que são significativos para o uso das TICs na escola e no trabalho do diretor, entre eles a colaboração dos diretores e professores na elaboração de projetos usando as TICs, a necessidade das Diretorias de Ensino em dar suporte aos diretores, as habilidades do diretor, a comunicação e o contato com a comunidade. As dificuldades em torno da utilização pedagógica das TICs e os escassos programas de formação continuada são fatores importantes para os diretores para que haja a implementação de projetos e atividades na escola / Abstract: This research analyzes the perception of school principals about the process of implementation of Information and Communication Technology (ICT) on their work. We focus on the principal, as the school¿s work organizer. This way, ICT has to be inserted on the school management process, so that it presents an unity of educational objectives and not only teachers¿ isolated work practices. The bibliographical research ranges between the fields of School Administration and Educational Technology. From the synthesis of correlated subjects of the two fields of study, it was possible to elaborate an instrument to collect data: a Likert¿s scale. This scale, built from the work axis of the school principals (pedagogical, administrative and political), aims at analyzing the important factors of their work using the ICTs. The scale was applied on students of the Specialization in Educational Management Course (CEGE), who were themselves composed of principals from Sao Paulo¿s state school network, between January and March of 2007. The obtained data was analyzed in a quantitative manner, following the Exploratory Factor Analysis. Thirteen factors were identified as significant to the use of ICTs in schools and in the work of the school principals. Among these factors is the collaboration of principals and teachers in the elaboration of projects using the ICTs, the necessity of Schools Management Departement to support the principals, the abilities of the principals, and the communication and contact with the community. The difficulties of the pedagogical use ofCITs and the rare existence of continuous formation programs are important factors for the school principals to apply projects and activities in the school / Mestrado / Educação, Ciencia e Tecnologia / Mestre em Educação

Made available in DSpace on 2015-09-25T12:18:35Z (GMT). No. of bitstreams: 1 RUTH BRITO DE FIGUEIREDO MELO.pdf: 2114788 bytes, checksum: 679b6abb86319d25d6c4a2a9179b02fe (MD5) Previous issue date: 2011-07-25 / This research study had as objective to analyze the use of the software Modellus in the process of teaching and learning of the Uniform rectilinear motion and the Varied rectilinear motion. The theoric fundamentation adopted was based on the theories of David Ausubel about significative learning, Papert‟s about the computer mediated learning and on Bassanezzi‟s and Biembengut‟s about mathematical modeling. The target population of the research consisted of twelve students from a public state class on the 1st year of High School in Campina Grande, Paraíba, where the researcher teacher is also docent. The methodology that was used in the research was the qualitative, observational and participant research, through the use of the case study. The research results points that were significative improvements of the students, in the comprehension of the physical concepts related to the matters in discussion, when exposed to the activities developed with the software Modellus once that through relates of the own students, there was a higher motivation to learn, provided by the activities, and also a great recepitivity to the used software. / Esta pesquisa teve como objetivo analisar o uso do software Modellus no processo de ensino e aprendizagem do Movimento retilíneo uniforme e do Movimento retilíneo uniforme variado. A fundamentação teórica adotada foi baseada nas teorias de David Ausubel sobre aprendizagem significativa, Papert sobre a aprendizagem mediada por computador e em Bassanezzi e Biembengut sobre modelagem matemática. A população alvo da pesquisa foi constituída por doze alunos de uma turma do 1ºano do Ensino Médio de uma escola da rede Pública Estadual em Campina Grande, na Paraíba, na qual a professora pesquisadora é docente. A metodologia utilizada na pesquisa foi à pesquisa qualitativa, observacional e participante, através da utilização do estudo de caso. Os resultados da pesquisa apontaram que houve melhorias significativas dos alunos, na compreensão dos conceitos físicos relacionados com os conteúdos em questão, quando expostos as atividades desenvolvidas com o software Modellus, uma vez que através de relatos dos próprios alunos, houve uma maior motivação para aprender, gerada pelas atividades, como também uma grande receptividade ao software utilizado.