This research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers' perceptions of educational computer-based games influence their willingness to incorporate these teaching methods in their classroom. The approach utilizes a descriptive survey to develop and evaluate responses from exemplar teachers about the level and nature of their use (or lack thereof) of educational computer-based games and implementation in the classroom. Further, this research seeks to identify successful and unsuccessful techniques in the use of educational computer-based games in the classroom. In addition, data collection and analysis will seek to identify the strength of relationships between content-specific educational computer-based games and subject; educational computer-based games and gender; educational computer-based games and age; etc. A teacher who is exemplary as defined by Milken Educator Awards possesses, "exceptional educational talent as evidenced by effective instructional practices and student learning results in the classroom and school". Survey findings are placed within the Technology Acceptance Model framework developed by Davis.

Making video recordings of large classroom lectures and putting them online is increasingly common in distance and blended learning courses. However, the best way to use lecture video is not well understood. Using long streams of one-way communication is not consistent with best practices in online learning. During lectures, students assume a largely passive role. They think faster than instructors speak, so boredom and daydreaming are common. Yet, when complex or novel ideas are presented, students may have inadequate time to encode, organize, and integrate the input with prior experience. Especially for students with low prior knowledge of the subject being discussed, the lecture is a cognitive and affective roller coaster ride that works at cross purposes with learning. Viewing a lecture that was recorded at an earlier time adds the element of temporal distance from the learning event, and changes the student’s role from participant to spectator. The present study investigated whether learning could be increased and perceptions of difficulty reduced when a captured lecture received a “makeover” before being put online. The makeover consisted of 1) editing the lecture video in accordance with the cognitive theory of multimedia learning; 2) processing the video using best practices for audio/video production; and 3) increasing the video playback speed. The research design for the study was quasiexperimental. The independent variable was captured lecture form (edited or unedited). The dependent variables were learning results for recognition and recall, and perceptions of difficulty. Data analysis employed independent-samples t-tests, multivariate analysis of variance (MANOVA), and repeated-measures MANOVA. Conclusions were that the editing protocol made no significant difference in learning gains for recognition or recall, and did not significantly affect perceptions of difficulty. However, editing did result in a 39% reduction in the length of the lecture, raising the possibility that such a makeover might allow for faster learning when lecture video is used.

Mobile technologies present an opportunity for scholars and practitioners to extend the application of instructional design theories and models to a mobile learning environment. The goal was to examine mobile learning design and development issues, validate and extend the instructional design theory, Component Display Theory (CDT), to the development of mobile learning activities, and recommend guiding principles for mobile learning system development. Using a formative research approach, which focuses on improving design theory for instructional practices and processes, CDT was used to design a tutorial mobile application targeting faculty professional development. This design instance was formatively evaluated to determine how CDT can be used to guide the design and development of a mobile learning environment; the key processes that are pertinent to translating instructional design plans into mobile learning lessons; and the challenges and issues in designing instruction for a mobile learning environment. The findings resulted in the identification of variables and factors related to the instructional strategies, design variables, and the learning system that affected the application of the CDT. Recommendations and further research opportunities are presented to increase practitioner use of the theory and to address learner and organizational readiness. This research contributes to the field of instructional design and development by examining how underlying theories, principles, and frameworks can be applied to the design and development of mobile learning systems.

There is a significant gap in the body of knowledge concerning time-compressed multimedia instruction. Although research indicates that there is no loss in learning through well-designed multimedia instruction compressed at 25%, research is lacking that analyzes the effects of time-compression with learner-control included in the multimedia instruction. The aim of the study was to address this gap in the research by integrating learner-control into the interface of a time-compressed multimedia instructional lesson using similar methodologies from previous research. Effects were analyzed of time-compressed learner-controlled multimedia instruction on learning and perceived cognitive load. Additionally, the researcher employed a participant population from a corporate environment to increase the generalizability of the results. The researcher investigated two hypotheses concerning the differences in effects between a treatment group that used multimedia instruction featuring learner-control over two pre-determined compression speeds (0% and 25%) and a control group with no time-compression. The primary results of the study were that there was no significant difference in either learning or perceived cognitive load between the treatment and control group. Also, another noteworthy result was that only one-fifth of the participants in the treatment group (n=7) altered the compression speed during the presentation. One implication of these results is that learners might want more compression speed options during a presentation. Another implication is that learners might choose to use time-compression during a multimedia presentation if there was more information provided to the learner concerning what time-compression is and how it affects learning. Recommendations for future research include investigating the implications of this study and expanding the types of populations that are sampled for time-compressed multimedia research. Overall, both industry and academia must commit to aiding in the research of time-compression technology if its benefits and hindrances are ever to be fully explored.

The purpose of this study is to reveal what technological skills are inquired about by superintendents/directors of schools in the state of Tennessee when hiring high school principals. The study further reveals perceptions that superintendents/directors of schools have for the desirability of high school principals to possess technological skills and their perceptions of how capable current high school principals are for possessing those skills. The study was based on a total population of 139 school superintendents in the state of Tennessee. Surveys were mailed in early Nov, 1995. One hundred-two surveys were completed and returned. Findings were divided into two categories, the results of the testing conducted for the research questions and the results of the hypothesis testing. The findings revealed that more than half of the superintendents/directors of schools in the state of Tennessee had hiring procedures that inquired about technological skills. The ability to budget technology was not a skill that most superintendents/directors of schools inquired about. More than three-fourths of the superintendents/directors of schools desired high school principals to possess technological skills. Fewer than one-fourth of the superintendents/directors of schools perceived current high school principals to have much knowledge and experience with technology. Significant differences were found in hiring procedures and perceptions of the technological abilities of current high school principals. The significant differences were between appointed and elected superintendents/directors of schools, superintendents/directors of schools with different degrees of education, and superintendents/directors of schools employed at school systems with different levels of per pupil expenditure. Based on the findings, the following recommendations were suggested: (1) superintendents/directors of schools should evaluate hiring procedures to assure there is inquiry into the technological abilities of candidates seeking high school principalships, (2) training for technological skills should be provided for students studying school administration, current high school principals, and superintendents/directors of schools, and (3) better communication channels should be established between administrators concerning technology, rules and regulations concerning technology, and incentives to encourage the development of technology.

The purpose of this study was to obtain information about the knowledge and attitudes of students, staff, faculty, and administrators in the community colleges in the Tennessee Board of Regents (TBR) system about the ethical issues relating to the current policies and laws regarding the use of computers and software; to compare the knowledge and attitude of these users and to investigate any relationships that may exist between users, knowledge and attitude toward computer ethics. A total of 700 students (280), staff (140), faculty (140), and administrators (140) from the 14 TBR community colleges were surveyed. The total responses was 389 (55.57%) which included 161 students (57.5%), 76 staff (54.29%), 81 faculty (57.86%), and 71 administrators (50.71%). Fifteen hypotheses generated from 6 research questions were tested using Kruskal-Wallis test, Mann-Whitney U test, t -test and Spearman's rho. This study showed that administrators possessed the most knowledge about computer ethics, followed by faculty and staff. Students were shown to know the least about policies and issues concerning computer ethics. Age did not have any impact on the knowledge of computer users but affected the attitudes of students. No differences were found in the knowledge or attitudes toward computer ethics between gender groups. The frequency of computer usage did not affect the knowledge of computer users while it had influence on the students, attitudes toward computer ethics. Training on computer ethics positively affected the computer users, knowledge about computer ethics. For staff, faculty, and administrators, training on computer usage generally did not affect their knowledge and awareness of computer ethics nor did the frequency of computer usage, age, or gender. However, these factors affected the knowledge of student group. Research results showed a correlation between the knowledge and attitudes toward computer ethics for faculty and administrators in general. There tended to be a positive correlation between the knowledge and attitudes toward computer ethics for faculty and administrators who used computer daily and of age 40 or older. It indicated that the more awareness of computer ethics, the more they favor of tighter control of computer use.

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The purpose of the presentation is to summarize and describe the results from a single case design study that measures the effects of an iPad application containing a grade aligned adapted high school novel on the listening comprehension of high school students with significant disabilities. Results of the study indicated a functional relation between the use of the application and gains in vocabulary, comprehension, and engagement. This session will also highlight the use of technology to promote grade aligned standard instruction in the context of use within the inclusive classroom. . a) effectively use an iPad application featuring adapted grade level aligned fictional text to promote listening comprehension for students in the high school setting b) discuss ways to implement grade-aligned access to ELA skills for students with significant disabilities in inclusive settings

This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of an IES SBIR grant funded single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices and future directions for inclusive practices. At the end of this session participants will be able to: Identify evidence based practices built within an English/ Language Arts app to for students with significant disabilities (e.g., story based lessons, constant time delay, system of least prompts). Gain knowledge on creation and research behind the app. Identify strategies to teach grade aligned Common Core standards in English/ Language Arts, such as adapting grade appropriate texts, and embedding target vocabulary, target comprehension across Blooms Taxonomy. Gain knowledge about future directions for expansion of the app to cover more English/ Language Arts standards. Identify resources for meaningful access to the general curriculum using a variety of text depicting diverse populations for individuals with significant disabilities, including autism.