Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-09-20Bitstream added on 2014-06-13T18:52:45Z : No. of bitstreams: 1 santos_cfr_me_bauru.pdf: 1286572 bytes, checksum: 9153a2fc7f4b3b2ad878b38ea574c10b (MD5) / Os Parâmetros Curriculares Nacionais enfatizam a importância de se tratar questões relacionadas à tecnologia. Especialmente na área de Ciências da Natureza, Matemática e suas Tecnologias, essa ênfase fica até mais evidente. Assim, julgamos importante abordar tais problemas no ensino de Física. O presente trabalho de investigação procurou explorar essa simbiose entre Ciência e Tecnologia, bem como seus impactos sociais e ambientais, através de uma intervenção didática com objetos tecnológicos de uso cotidiano dos estudantes. Especificamente, trabalhamos as noções e impressões dos alunos sobre os aparelhos elétricos domiciliares. Os sujeitos da pesquisa foram estudantes da terceira série do ensino médio de um colégio da rede pública do Estado do Paraná. O conteúdo da disciplina de Física ministrada nessa série é o eletromagnetismo, estando, portanto, intimamente relacionado com o objeto de nossa investigação. Nosso problema de pesquisa era investigar a possibilidade de se articular conceitos de eletromagnetismo, questões sociais e ambientais e exploração de aparelhos elétricos domiciliares em geral, na fase preliminar, e lâmpadas elétricas, na fase final. Para o presente trabalho, optamos pela abordagem qualitativa de pesquisa, utilizando como instrumentos questionários, relatórios das atividades didáticas e intervenções dialogadas com os grupos formados pelos sujeitos da pesquisa. Na intervenção didática realizada em nosso trabalho investigatio, buscamos levantar as concepções e representações dos estudantes sobre os dispositivos investigados, incorporando ao processo as relações ciência-tecnologia-sociedade. Como resultados dessa investigação, pudemos perceber que os alunos têm uma certa dificuldade em utilizar os conceitos científico-tecnológicos para a tomada de decisões. Contudo, eles foram capazes de articular alguns integrando resultados experimentais e informações técnicas / Brazilian government educational documents stresses the importance of technology related issues. Particularly in the field of natural sciences, mathematics and technologies, this emphasis is even more obvious. Then, we have found very significant to take it into account in physics teaching. This investigation work has looked for the symbiosis between science and technology, as well as the social and environmental impacts, through an educational intervention with technological devices related bo students daily experience. Particularly, we have worked with the pupils conceptions about the household eletrical devices. The investigated people consisted of students coming from a third year of a high school in Paraná state (Brazil). The physics content taught for these pupils in the eletromagnetism, which is linked to the investigation object of this work. Our research consisted basically of investigating the possibility of joining electromagnetism concepts, socials and environmental impacts with the technological devices exploration, in this case, the household electrical devices in general (preliminary stage) and electric bulb (final stage). For this work, we have chosen the qualitative research approach, using the didactical activity reports and group dialogical intervention. In the educational intervention, we have paid attention to the students conceptions concerning the investigated devices, joining to this process the called science-technology-society relations. As a result of this investigation work, we have detected the students difficulty in applying the scientific concepts for decision taking. However, they have associated some concepts to the decision taking concerning the investigated technological devices, joining experimental results and technical information

<p> There is a high demand to incorporate technology into schools. Technology has infiltrated our society, and principals must learn to leverage technology to enhance learning while preparing students for a digital world. This case study examined principal leadership during a technology implementation in four public schools. The research was designed to investigate which specific actions principals take to promote technology in a school setting. McRel&rsquo;s change management process was used as a theoretical framework in which to view the leadership of the participants. Methodology for the study included qualitative interviews and observations. A quantitative survey was used to run a Principal Component Analysis. Findings indicate that principals who strategically create a vision, provide resources, develop strong lines of communication, and systematically manage the change process, develop supportive cultures that promote innovation, and student-centered learning. Factors that support technology included managing change and communicating with stakeholders. This study identified five leadership responsibilities which, when used in conjunction with McRel&rsquo;s second-order change process, enhanced a principal&rsquo;s effectiveness. Findings would indicate that strategic leadership, paired with a change management framework, can increase a principal&rsquo;s efficacy in implementing technology to promote a student-centered learning environment.</p><p>

<p> Cursive writing is a skill that contributes to learning, yet in the digital age it is no longer considered a necessary part of the curriculum in America&rsquo;s schools. Research demonstrates the importance of handwriting, particularly cursive, in the development of fluency, compositional complexity, and literacy skills. Because of the ever-expanding use of technology, it is necessary to understand the value that cursive brings to the thinking and writing process. </p><p> This study compared the differences in fluency and compositional quality between two modes of transcription (cursive and keyboard) among fifth- and eighth-grade students. It also examined the attitudes and beliefs of today&rsquo;s educators and students regarding cursive&rsquo;s value and benefits as compared with the value and benefits of keyboarding. Students from three private schools in the midwestern United States wrote two stories each, one in cursive and one by keyboard using the <i>Test of Written Language-4</i>. The researcher tabulated the total word count (fluency) for each story and compared the results by grade level and mode of transcription. The researcher also compared the standard scores for each story measuring compositional quality by mode of transcription, grade levels, and schools. The students and their teachers completed a survey expressing their views on cursive writing and the use of a keyboard. The teachers also participated in follow-up phone interviews. </p><p> The researcher conducted a series of parametric and non-parametric tests, and the results indicated that the keyboard-generated stories in both the fifth and eighth grade generally scored higher in fluency and compositional quality over the cursive stories. In contrast, the teachers and students placed a substantial value on learning and using cursive as indicated by the qualitative data. Future studies should focus on understanding this dichotomy and how cursive writing may enhance best practices in educating the next generation of digital natives.</p><p>

abstract: This thesis is an initial test of the hypothesis that superficial measures suffice for measuring collaboration among pairs of students solving complex math problems, where the degree of collaboration is categorized at a high level. Data were collected in the form of logs from students' tablets and the vocal interaction between pairs of students. Thousands of different features were defined, and then extracted computationally from the audio and log data. Human coders used richer data (several video streams) and a thorough understand of the tasks to code episodes as collaborative, cooperative or asymmetric contribution. Machine learning was used to induce a detector, based on random forests, that outputs one of these three codes for an episode given only a characterization of the episode in terms of superficial features. An overall accuracy of 92.00% (kappa = 0.82) was obtained when comparing the detector's codes to the humans' codes. However, due irregularities in running the study (e.g., the tablet software kept crashing), these results should be viewed as preliminary. / Dissertation/Thesis / Masters Thesis Computer Science 2014

M.Com. (Business Management ) / Please refer to full text to view abstract

<p> The purpose of this study was to determine if a Structured Online Intercultural Learning (SOIL) experience represented a viable form of global experiential learning (GEL) that can yield beneficial effects in student transformation of the kind that are reported to result from &ldquo;traditional&rdquo; GEL (involving mobility). Specifically, this study investigated the influence of a sustained cross-cultural learning experience, made possible by online communications technologies, on preservice teachers&rsquo; global citizen identity development (their self-in-the world). </p><p> The research approach was inspired by design-based research and employed a parallel mixed-methods design, incorporating two quantitative assessment instruments (the Global Perspectives Inventory [GPI] and the Beliefs, Events, and Values Inventory [BEVI]) and a plethora of student-generated artifacts (the qualitative data). Twenty-six preservice teachers from the US and Macedonia learned together in a globally networked learning environment (GLNE) for 8 weeks. The findings showed that, although the participants were, in most cases, not able to articulate with certainty any perceived changes to their sense of self-in-the-world, both the qualitative and the quantitative data indicated that the experience did indeed result in at least modest positive changes for most of the participants. </p><p> The primary themes that emerged from the qualitative data related to self-in-the-world, were &ldquo;knowledge acquisition,&rdquo; &ldquo;intercultural sensitivity development,&rdquo; and &ldquo;personal growth/self-improvement.&rdquo; The quantitative data showed that U.S. students&rsquo; ideas of the attributes of a global citizen shifted positively following the intervention and that students in both groups strengthened their agreement with the statement &ldquo;I see myself as a global citizen&rdquo; at Time 2. Further, students reported that the real-time, small group cross-cultural conversations (via video conference), which were required by the course that served as the intervention in the study, were the most meaningful aspect of the experience. Finally, nearly half of the participants indicated that, as a result of their experiences in this course, they planned to incorporate global citizen education in their future teaching practice. </p><p> These results suggest that teacher educators should consider embedding globally networked learning experiences into teacher education curriculum and that preservice teachers should not only experience globally networked learning as students, but should also be encouraged to develop lesson plans involving globally networked learning for their future classrooms.</p><p>

<p> Learning environments in higher education are changing rapidly, with increased attention surrounding active learning, educational technologies, and their impact on teaching and learning. Companies are creating and introducing innovative technologies at breakneck speeds, often overwhelming academic leaders charged with meeting the needs of the institution, faculty, students, and community. This whirlwind of change creates new challenges and opportunities for leaders to address as they guide their institutions toward adopting new educational technologies, specifically Learning Management Systems (LMS). Academic leaders must strive to build a strong vision for the future and seek support frameworks that encourage acceptance by faculty of the LMS as a fundamental design and delivery tool for instruction. As with any change, perception is at the heart of acceptance regarding innovation. This study explores the perceived impact of nine faculty members&rsquo; experiences regarding the change process during an LMS transition on a Midwestern United States urban campus. To do so, a conceptual framework has been developed, combining individual and group-oriented approaches to leading organizational change. Using a case study approach with the lens of the conceptual framework, the study creates a rich exploration of the phenomenon of leading organizational change in higher education. Emergent themes lead to recommendations that will benefit leaders as they navigate innovative educational technology transitions in higher education. </p><p>

<p> Limited research exists on the factors that influence an instructor&rsquo;s choice to use a learning management system. The purpose of the current study is to explore how task technology fit constructs relate to the other constructs that comprise Davis&rsquo; Technology Acceptance mode. The technology acceptance model is widely used as an indicator of actual use of a technology system. A sample of 284 instructors completed a survey consisting of demographic questions, open ended questions about their reasons for choosing to choose to utilize a learning management system, and Likert scale questions about six constructs of the research model including task technology fit, ease of use, usefulness, attitude, intent to use, and actual use. The relationships between TAM model constructs and Task Technology Fit were analyzed using a partial least squares structural equation model method with SMART- PLS. The relationship between task technology fit and actual use was mediated by ease of use, usefulness, attitude, and intent to use. To evaluate the constructs in the model, an exploratory factor analysis was conducted and the factor structure for online and face-to-face instructors were different. Two models were developed, one for face-to-face instructors, and one for online instructors to account for this difference. The research models were evaluated for face-to-face instructors and online instructors. The study found significant relationships between all the TAM constructs and Task Technology Fit for face-to-face instructors. The relationship between attitude and intent to use was not significant for online instructors. This research supports the need for more research into the differences between online and face-to-face instructor&rsquo;s perceptions of technology use. The differing instructional needs of face-to-face and online instructors have implications on the training and support an institution should provide to increase usage of learning management systems.</p><p>

<p> The purpose of this qualitative case study was to develop descriptions of how teenage students remain engaged in learning while using mobile technology. Developments in technology have expanded learning contexts and provided learners with improved capacities to connect with others to exchange, gain, and construct knowledge. Developments in technology have also created challenges for instructional designers to create learning activities that promote engaged learning and complex thinking skills in students. The ability to access, share, and create knowledge through connected networks has thus presented opportunities to reevaluate how learners motivate themselves to engage in learning. The study was guided by the following research question and subquestions: RQ1: What strategies do students in international school middle-years programs use to remain engaged in learning while utilizing mobile technology? RQ1a: What learning activities do these students engage in while utilizing mobile technologies? RQ1b: What actions do these students take to remain connected to their learning environment? Narratives of student actions were framed and analyzed through the lens of reciprocal determinism, which states that learning is determined by the relationships between behaviors, thinking processes, and situational factors. Information was gathered to show how students used their technology tools to interact within their environment, access and analyze information, and adapt to changing situations. A nonprobability sampling of ten international school students aged 13&ndash;14 and a purposeful sampling of seven of these students&rsquo; teachers was used to select the study participants. Information was gathered through student focus group discussions, student interviews, teacher interviews, teacher observation logs, and network data logs. Transcripts were coded through an inductive approach and information analysis occurred through the constant comparative method to help identify evolving themes and patterns. The narratives that developed provided examples of how students maintain connections to networks and how their learning actions, thinking processes, and learning situations can be influenced by the use of mobile technology tools. The findings suggest that students can identify knowledge gaps and then use technology to devise learning strategies to fill these gaps and develop advanced thinking skills. Further research should look at different demographics, attitudes, and school settings to better understand how students adapt their engagement strategies while using mobile technology to remain connected to the learning environment.</p><p>

<p> This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter? </p><p> An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation. </p><p> The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators. </p><p> These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers&rsquo; responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21^st century tool must be taken into account.</p><p>