The Digital Agenda for Europe (2015) states that there will be 825,000 unfilled vacancies for Information and Communications Technology by 2020. This lack of IT professionals stems from the small number of students graduating in computer science. To retain more students in the field, teachers can use remote robotic experiments to explain difficult concepts. This correlational study used the unified theory of acceptance and use of technology (UTAUT) to examine if performance expectancy, effort expectancy, social influence, and facilitating conditions can predict the intention of high school computer science teachers in Cyprus, to use remote robotic experiments in their classes. Surveys, based on the UTAUT survey instrument, were collected from 90 high school computer science teachers in Cyprus, and a multiple regression analysis was used to measure the correlations between the constructs and finally the model fit of the analysis. The model was able to predict approximately 35% of the variation of the teachers' intent to use remote robotic experiments. The biggest predictor was facilitating conditions followed by effort expectancy. Performance expectancy had little impact, whereas social influence had no impact on the intention of high school teachers to use remote robotic experiments in their classes. These results can help curriculum decision makers in the Ministry of Education in Cyprus to examine what factors affect the acceptance of remote robotic experiments and develop them in ways that would increase their implementation in high schools. By incorporating remote robotic experiments in high schools, students may learn difficult concepts, leading to an increase in computer science graduates and ultimately an increase in IT professionals.

An increasing number of older adults must continue working, which requires that they maintain their competencies and work skills, including use of mobile technology (MT). However, little is known about older adult adoption of MT in relation to work. This study used Rogers's diffusion of innovation theory and Davis's technology acceptance model as a framework. The purpose of this exploratory sequential mixed methods study was to examine the experiences of older adults' who adopted MT in the emergency communications (EC) field. Participants came from an emergency services LinkedIn group. Data sources included surveys completed by 85 respondents and interviews of a subset of 10 of the respondents. Phase 1 included survey analysis to develop descriptive statistics on the participants' placement in Rogers's stages of adoption, their perceptions of the usefulness, and the ease of use. Phase 2 included analysis of in-depth interviews, coding for themes and patterns. Survey results indicated that both perceived usefulness and ease of use affect the adoption of MT by older adult users in the EC field. The results of the interviews identified the usefulness and ease of use as factors for the participants. The social implications for employers include a deeper understanding of the specific factors that impact the adoption of MT by older adults. This study provides employers with a deeper understanding of the adoption of MT by older adults so they can develop stronger plans to help their older adults adopt mobile technology.

Research and testimonial evidence indicate the importance of postsecondary education in the rehabilitating inmates and in decreasing reoffending. However, limited research exists on improving critical thinking skills and cognitive processing among inmates. The purpose of this quantitative study was to (a) examine the influence of a psychology course on the critical thinking scores for individuals who took an online psychology course and to (b) analyze how the scores of inmates and other students in the course differed. Using a social cognitive theoretical framework, pretest and posttest scores were compared using a paired t test of statistical analysis of secondary, archival data (n = 25).Secondary data analysis using ANOVA was used to examine the effect of the course on inmates' test scores after course completion. Results indicated that critical thinking skills improved for all students; there was no significant difference based on incarceration status. The outcomes of this study, as well as future data on graduation and recidivism rates, need to be integrated into policy and programs developed for correctional facilities, collegiate classrooms, and for other professionals. It is recommended that correctional facilities, colleges, legislators, and other organizations with direct impact on inmates should collect and analyze these specific variables in a longitudinal study. The results can be used to improve the delivery of online courses offered to inmates, thereby improving opportunities for inmates, easing reentry into society at large, and resulting in positive social change.

The financial markets have been in a state of chaos for a number of years. Some of the chaos was attributed to appraisers bending under unethical pressure exerted by lenders. The purpose of this study was to explore whether mode of instruction affected appraiser morality when participating in a Uniform Standards of Professional Appraisal Practice (USPAP) course, as measured by Rest's Defining Issues Test (DIT-2). The research question examined the difference between the effect on the morality schema of continuing appraisal students taking the 7-hour USPAP CE course online versus students taking the course in a face-to-face environment. The research consisted of administering the DIT-2 before the USPAP course as a baseline, and then again after the USPAP course to determine if there was a difference in moral outlook. Eight online and 11 face-to-face students completed pre and post DIT-2. MANCOVA determined that there was no significant difference in the post instruction DIT-2 scores between face-to-face and online instruction, controlling for pre instruction score. Further study is recommended with larger sample size and multiple online and face-to-face classes. The results of this research resulted in recommendations to create USPAP courses with ethics components (Appraise Your Ethics). Such courses can be online or face-to-face. The conclusions of this study could lead to enhancements in the design and delivery of the USPAP course, resulting in a positive social change of enhanced appraiser morality and a reduction in unethical behaviors.

School reform efforts ultimately affect the students, but what is seldom looked at is how they affect teachers. This phenomenological study examined the experiences of teachers with regards to web-based professional development during a systemic change. The purpose of this qualitative study was to generate an in-depth understanding of the lived experiences of 6 teachers in a Southeastern state who had participated in the initial process of implementing organizational changes and the diffusion of the new state educational standards. Rogers's diffusion of innovation theory served as the study's conceptual framework. Research questions focused on the perspectives of teachers regarding the impact of web-based professional development on implementing the new state standards, and the perceived barriers and challenges faced in their attempts to make the implementation of the new state standards successful. Interview data were analyzed using first- and second-level coding to identify external and internal factors related to the research questions and themes that emerged across all interview transcripts. Key findings indicted that teachers perceived that they did not receive adequate professional development or planning time to implement the new standards. This study has implications for social change on an organizational and individual level. On an organizational level, districts can provide K-12 teachers with an implementation process that allows adequate planning time and proper professional development that enhances their pedagogical needs by using a framework more aligned to the diffusion innovation theory. Teachers can then better plan instruction with ample time to acquire, process, and implement new knowledge, allowing them to improve their pedagogical practice.

Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.

The benefits of involvement in work-integrated learning programs, also known as cooperative education have been touted since inception in 1899. Unfortunately, little research has been published related to the factors that impact enrollment within these programs. The purpose of this study was to examine the factors that have influenced the historically low enrollment numbers within the cooperative education program at a public community college located in the southeastern United States. Guided by Kolb's experiential learning theory, the conceptual framework provides a direct link between classroom learning and work experience. A qualitative phenomenological study examined the lived experiences of 11 cooperative education program alumni. Data were collected via a semistructured interview process using open-ended questions during focus groups. The data collected were transcribed for coding and triangulated for validation by comparing the multiple data results. Through data analysis, 3 fundamental themes emerged: recruitment, communication, and experiences. A 4th theme, website development, was highlighted within the policy development as an essential part of the initial 3 themes. The results may allow administrators to gain insight into how cooperative education enrollment numbers are being influenced by specific variables within the classroom, college, industry, community, program marketing, and program experiences. The implications for social change reach far beyond the study site. Through the determination of factors that impact enrollment numbers within a specific program, other institutions may be provided guidance in how to address the enrollment issues within the institutions' programs.

The changes in educational technology present challenges for K-12 principals leading students and faculty who are more engaged with classroom technology. The role of self-directed learning and how K-12 principals adopt the technology while leading the deployment and implementation of classroom technologies is not known due to a limited amount of empirical research. The purpose of this study was to investigate the relationship between technology adoption and self-directed learning by K-12 principals. Using the Unified Theory of Acceptance and Use of Technology as the theoretical framework, a quantitative cross-sectional study was designed. The survey instruments, Unified Theory of Acceptance and Use of Technology and Personal Responsibility Orientation Self-Directed Learning Scale were used to collect data from K-12 principals in the state of Arkansas. A regression and correlational analysis of the responses from 40 principals revealed a small positive but not statistically significant relationship between self-directed learning and technology adoption. The results also showed strong and moderate statistically significant correlations between the constructs of technology adoption and self-directed learning. The results from this research may provide a framework for pre-service and ongoing professional development of educational technology leadership. This study addresses positive social change by providing insight to administrators and bringing greater awareness to technology adoption. A greater awareness may increase their understanding of classroom technologies and may provide a foundation for better stewardship over public funds and purposeful engagement with students, parents, and the community.

Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogical, and content knowledge (TPACK). The relationship between LBD, TPACK, and technology integration in the classroom was examined. The assumption was made that LBD and TPACK predict technology integration, and that TPACK mediates the relationship between LBD and technology integration. A correlational study was carried out with a sample of N = 109 in-service, secondary, mathematics teachers from an inner city school. The data were collected using a previously validated questionnaire survey and initially analyzed by multiple regression analysis. However, the measured variables displayed nonlinear relationships, suggesting that, while TPACK partially mediates the LBD-TI relationship as hypothesized, technological knowledge had a saturation effect on TI, and thus high scores of both LBD and TPACK decreased TI. The study shows at a theoretical level how teachers can benefit from LBD experiences resulting in TPACK and how likely they combine technology with teaching. For the practice of teacher leadership, this study will suggest effective forms of professional development, thus improving teaching quality and enabling positive social change.

An alternative high school campus in the State of Georgia introduced a new program to support academic growth and engagement among at-risk students. This program, the APEX program, merges technology with content to provide students with self-paced learning facilitated by teachers with the objective of improving test scores, course completion, and graduation. The purpose of this goals-based evaluation was to examine the relationship between APEX program usage and the academic success measures of EOCT scores, course credit accrual, and graduation; it was grounded in the behavior objectives approach. The study followed a cohort of students who were enrolled in Grade 9 in 2010-2011. Data sources were archival test scores and preexisting APEX data. This APEX data included accrued credit hours, completion rate, and documentation of mastery learning outcomes for the enrolled students in Grades 9-12. Analysis of the quantitative data sets entailed the use of ANOVA, Chi-Square, and t tests. The study findings showed that students using the hybrid APEX instructional model accrued significantly more credit hours, were more likely to graduate, and have higher end of course grades than students using the APEX-only model. These results suggest that a broader use of APEX labs for students identified as at-risk in both alternative and traditional schools provides a flexibility in instructional settings that helps more students succeed. This study suggests the most effective use of resources with the implementation of APEX to reach the largest number of students. This study promotes positive social change by confirming the efficacy of a tool for reaching more students to improve higher district-level graduation rate, course accrual, and end-of-course test scores.