The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.

Succesful computer technology use can be achieved through teachers, students, and support from staff members, administrators, and even parents. Technology needs to continue to be a standard that all teachers and students strive to meet as they do all other standards in school. Innovative and sucessful teachers use technology in their daily lesson plans, lesson implementation, and use it as motivation for their students.

The purpose of this project was to develop computer-assisted instruction (CAI) software on the world wide web (WWW). This project was an interactive English learning environment for Thai adult students at the Warin Chumrab District Non-Formal Education Center, Thailand. This project software followed the recommendation of a recent study by the center of education technology (CET) indicating that the favorite types of CAI among Thai adult students were tutorial and drill and practice. In this project students chose to learn from two types of lessons, either a tutorial or a drill and practice. The lessons were made interesting by the use of music, animation, and Java applets. Internet tools, such as discussion boards, email, and related educational hyperlinks were easily accessible from within this project. The review group consisted of 20 Thai adult students. The review group responded to a web survey after they had used this project software. The surveyed students stated that the drill and practice exercises, the tutorial and the internet tools enhanced their learning of English.

The scope of this project describes World Wide Graphics (WWG) a software package that provides instructors with the tools needed to present a web-based presentation to a group of students while having the ability of enhancing the prepared HTML slide with userdrawn graphics and highlighting.

The purpose of the project was to develop three thematic units for fifth grade that intergrate California State Standards in Reading, Language Arts, Science, and Social Studies with the use of technology. The benefits of doing so allows instructional time to be spent on more in depth study of the disciplines, Students make connections across curriculum which allows them to develop a deeper understanding of what is being taught. Also, integrating curriculum with technology engages students and allows them to have more control over their learning environment. When students are actively involved in what is being taught, they will internalize the information for better understanding.

The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.

Poetics as Joyful Resistance: Exploring Juan Felipe Herrera’s Jabberwalking, engages in narrative teacher research to examine how the philosophies and practices of Juan Felipe Herrera’s hybrid text on poetry, composition, and creativity, titled Jabberwalking (2018), might extend the pedagogical principles and practices in teaching poetry to resist the norm of literary criticism as the purpose of teaching poetry. By examining three curricular experiences where the pedagogical principles of Jabberwalking guide my teaching practices, I document both students’ and my learning using narrative and spatial justice methodologies. The findings reveal that Jabberwalking may function as not only a pedagogical Thirdspace (Soja, 1996) that works against colonial norms around standardization and high-stakes assessment but may be a belief system about teaching literature and language. When I began this research, a problem that I encountered was the lack of scholarship in response to Jabberwalking. A survey of the literature in response to Herrera’s text, an English y Español retelling of Lewis Carroll’s “Jabberwocky,” reveals that the principal source of criticism consists of reviews. This dissertation contributes to the field by being the first of its kind to consider his philosophies on writing as a pedagogical style guide as well as a tool to work against institutionalized norms around standardized writing instruction. Since the focus of this study was to examine the pedagogical principles and practices that invite in diverse learners and decolonize and expand the literacy practices most often used in writing/literature classrooms, I used narrative research to re-tell the stories of ten participants who reflect the diverse student and teacher population of New York City schools. Through Zoom interviews with a total of ten New York-based teachers from a broad range of personal and professional experiences, I examine Jabberwalking, a text that straddles the polarity of the literary borderland (Templeton, 2019) for its pedagogical implications. My purpose was to examine what happened when the pedagogical principles of Jabberwalking were implemented in three separate curricular experiences that were facilitated in 2019–2022: one site was an improvisational music-oriented workshop in response to Jabberwalking, a second site was a Zoom-based Jabberwalking teaching and learning practices workshop, and a third site was a workshop that incorporated a project-based version of Jabberwalking. Two to three hour-long Zoom retrospective interviews with the ten participants from each of the three workshops were conducted. Their writing or projects produced from the workshop-based writing prompts were then analyzed to consider how or if their work reflects the principles of Jabberwalking I intended to incorporate. I also reflected on my own pedagogical practices because of the interviews and analysis of student work from these three curricular experiences. I transcribed and coded an average of forty pages of interview data for each participant, for a total of over four hundred pages of interview transcription analysis. Each of my research questions were addressed in different ways, depending on the site. I found the following themes in the data for each site: a) Jabberwalking as text, b) Jabberwalking as pedagogical method, c) the detrimental impact of standardization and high-stakes assessment, and d) changes in pedagogy and performance standards since 2020. Through the lens of poetics and the theoretical underpinnings of nonsense (Templeton, 2019), and the candid, expansive stories of the participants, this study arrives at a definition in process that formulates a new understanding of pedagogical possibility utilizing Herrera’s methods. This research has important implications for teachers, students, and policymakers that help us understand how Jabberwalking can present learners of all abilities with new methods of composition to inspire critical, analytical, and restorative writing through a sense of “serious play” (Burgess, 2019).

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Computers are excellent tools and assistants in foundation-phase classrooms. Computer-assisted instruction (CAI) influences the way teachers teach, as well as the way learners learn with regard to the curriculum. The responsibility for providing foundation phase-learners with educationally appropriate computer experiences in literacy, numeracy and life skills rests with the educators because the learners' progress in learning depends on the skills, attitudes and ingenuity of the educators, and the software they select for the learners. Educators should have the vision, the knowledge and the experience to introduce and apply CAI to benefit every learner in the didactic situation. Educators' general lack of knowledge and skills in this area has necessitated the compilation of didactic guidelines. The guidelines emerged from the literature that was consulted for this study. These guidelines should assist educators in providing successful CAI for learners. / Educational Studies / M.Ed.

This study was devoted to researching the effectiveness of e-learning, in terms of the reported experiences of the Language Services section employees in Parliament RSA. At present, the internet is seen as a successful and influential educational tool in both academic and corporate institutions. Academically, it has been adopted for e-learning methods of teaching and learning. It is perceived as a cost-effective method of providing lifelong education. It is important to know about the pros and cons of e-learning in adult education and compare them with the experiences of the people who are and have been engaged in adult education. To create an adult education skills development framework that can be used successfully in e-learning, it is important to get information about and from the people concerned regarding their learning experiences. To understand more about the influence of e-learning, this study administered a questionnaire to the employees of the Language Services Section of Parliament who participated in the pilot learning programmes offered by Parliament. The questionnaire was designed to gather structured responses from the participants in the inquiry. The results were studied and applied to draw recommendations for what can be improved in the programme to promote and endorse continuing learning experiences as is the aim of the in-house programme offered by Parliament. The study also has relevance in terms of a discussion of issues that arise in the literature on adult education, which were located as part of the study. / Educational Studies / M. Ed. (Adult Education)