The use of computers equipped with Internet access by students during face-toface (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student engagement. This study investigates graduate students’ beliefs about computer use with Internet access during graduate face-to-face lecture classes in which computer use is neither mandated nor integrated in the class and the effect of such use on student recall. Methods include a 44-item questionnaire to investigate graduate students’ beliefs about computers and two experiments to investigate the influence of computer use during a lecture on students’ memory recall. One experimental group (open laptop) used computers during a lecture while the other (closed laptop) did not. Both groups were given the same memory recall test after the lectures, and the resulting scores were analyzed. Two weeks later, a second phase of the experiment was implemented in which laptop groups were reversed. Results from the first experiment indicated no statistically significant difference in recall scores between the open laptop group (M = 54.90, SD = 19.65) and the closed laptop group (M = 42.86, SD = 16.68); t (29) = -1.82, p = .08 (two tailed). Conversely, the second experiment revealed statistically significant differences in scores between the open laptop (M = 39.67, SD = 15.97) and the iv closed laptop group (M = 59.29, SD = 26.88); t (20.89) = 2.37, p = .03 (two tailed). The magnitude of the difference in mean scores (mean difference = 19.62, 95% CI: 2.39 to 36.85) was large (eta squared = 0.17). Multiple regression analysis suggests two factors accounted for 10% of the variance in recall scores: (1) students’ beliefs about distractions from computer use, and (2) beliefs about the influence of computer use on memory recall. Based on survey findings, participants (N=116) viewed computers and Internet access in graduate classes as helpful academic tools, but distractions from computer use were major sources of concern for students who used computers in graduate classes and those who did not. Additionally, participants believed academic productivity would increase if instructors integrated computer use appropriately in the curricula. Results of the survey and experiments suggest unstructured computer use with Internet access in the graduate classroom is strongly correlated with increased student distractions and decreased memory recall. Thus, restricting unstructured computer use is likely to increase existing memory recall levels, and increasing unstructured computer use is likely to reduce memory recall. Recommendations include changes in the way students use computers, pedagogical shifts, computer integration strategies, modified seating arrangements, increased accountability, and improved interaction between instructors and students.

Teachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how teachers’ reported using social media community in education for personal professional development and the criteria for effective professional development, teachers’ integration practices, teachers’ frequency of collaboration, and teachers’ ability to communicate with colleagues. The results revealed a relationship between the criteria that a professional development be content specific and coherent and integrated with teachers’ daily lives and whether or not teachers report using social media community in education as a form of professional development. There was also a statistically significant relationship between the frequency of technology integration, the reported level of technology integration, and the feeling of growth based on whether or not teachers used social media community in education to enhance professional practices. A statistically significant relationship was found between the frequency at which teachers report collaborating on technology integration projects with colleagues in social media communities in education and whether or not respondents use Social media community in education connect with other educational professionals. Finally, a statistically iv significant relationship was found between how comfortable participants are giving technology integration advice to colleagues in social media communities in education based on whether or not respondents use social media community in education to share materials and ideas. Based on the findings of the study, several implications can be made regarding the use of social networks for personal professional development. First, the use of social networks for personal professional development is best when there is content specificity and cohesion with teachers’ personal and professional goals. Secondly the users of a social network for personal professional development must purposeful in their reasons for using the social network, users must perceive themselves as capable of learning and they must have the willingness to commit to learning. Another implication is that increased levels of ownership for the material in social media communities in education would result in greater frequency of collaboration. Finally, teachers’ perceptions of their integration abilities will determine if teachers will use social networks to communicate professionally with colleagues

With the increasing number of breast cancer survivors, there is a need to enhance health education to help survivors make informed decisions about maximizing their quality of life. YouTube is one of the most popular video applications that can be used for public health education. Nonetheless, there is little research on the content of health-related information that is uploaded to YouTube relevant to breast cancer survivors. This study was intended to help fill that gap in knowledge by describing the sources, formats, and content conveyed in the most widely viewed YouTube videos on breast cancer. YouTube was searched with a cleared browsing history using the key search term “breast cancer.” The resulting videos were sorted by view count. Videos were then screened for inclusion and exclusion criteria, yielding a sample of 100 videos with the most views. Video title, link, number of views, and date of upload were coded along with content included in each video. The inter- and intra-rater reliability was acceptable (Kappa’s = .79 and .97, respectively). The sample of 100 videos was collectively viewed 135,311,626 times, suggesting that the subject of breast cancer is a popular topic on YouTube. Nearly half of the sample videos (n = 45) were uploaded by television news/media agencies. Combined/multiple formats were the most popular format (n = 61), followed by still images/text (n = 48). General information on cancer was found to be the most common (n = 71), followed by screening for breast cancer occurrence/ recurrence (n = 62), and cancer treatments/breast cancer treatments (n = 45). Several of the content categories were rarely covered in the most-watched videos—for example, cancer rehabilitation recommendations, returning to work after cancer treatment, and financial burden/management of cancer. Thus, while topics such as breast cancer screening are widely covered, topics for breast cancer survivors regarding maximizing their quality of life are less widely covered. Few videos (n = 3) contained misinformation, but these videos were viewed millions of times, emphasizing the need for ongoing monitoring to identify and remove misinformation. The findings of this study indicated that YouTube videos on breast cancer gained over 135 million views. YouTube can be a great media channel for public health education. Nonetheless, there is significant need for more high-quality YouTube videos to be created to help breast cancer survivors navigate their cancer journey.

The purpose of this study was to understand how secondary mathematics teachers in underserved communities learned to teach online during the COVID-19 pandemic. The study used three different methods of data collection: surveys, critical incident questionnaires, and semi-structured interviews. The survey sample consisted of 51 participants, with 20 of those participants opting to complete the critical incident questionnaire in addition to the survey. 39 of the 51 survey participants volunteered to participate in semi-structured interviews. The researcher conducted approximately 18 hours of interviews with 20 of these volunteer participants. The findings were analyzed using inductive and deductive coding techniques, as well as within and cross case analysis to identify trends and themes across participant data. Teachers learned to teach their respective secondary math content in an online setting during the pandemic through a mostly self-directed, trial-and-error process with some support from colleagues. Teachers were given limited guidance and direction as to how to approach facilitating their content online from school administrators and district leaders. Teachers and students in underserved communities faced many barriers in the transition from in-person to online instruction during the pandemic, including limited access to the necessary tools and technology to fully engage with online learning content, a lack of adult supervision in home learning environments, and a lack of experience with online learning for both teachers and students alike. In addition to these barriers, teachers and students endured extreme personal stress throughout the pandemic, stress that may have been exacerbated by the scarcity of resources available to schools in underserved communities. Teachers were able to find some success in translating their specific math content areas and practices to an online setting. Through personal research and experimentation, teachers discovered online tools and learning platforms that empowered them to engage in the transition. The ability for teachers to teach effectively, however, was limited by low student attendance rates and low rates of student engagement and participation throughout the pandemic in underserved communities. In addition to these challenges, teachers were unable to translate specific secondary math content standards and units to the online setting, and in some cases, were forced to completely remove these topics from their curriculum during the unit. The combination of these challenges may have led to the gaps in student learning that emerged throughout the pandemic, particularly among underserved communities. Recommendations included for current and prospective teachers to gain experience with specific online tools and platforms that may have applications to both in-person and online teaching, for school administrators and district leaders to develop more detailed emergency plans and support systems for teachers in the event of a future crisis like the COVID-19 pandemic, and for teacher preparation programs to include at least one course in the curricula devoted to training candidates on how to teach and use online tools and learning platforms.

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The purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled with criteria derived from the Web-based Inquiry (WBI) for Learning Science instrument (Bodzin, 2005) and other pertinent published educational literature, was utilized. The analysis focused on elucidating the appropriateness of the biology content, instructional strategies, and assessment tools of selected websites for facilitating the biological science education of Grade 12 students. Frequencies of agreement and disagreement of the content of each selected website with criteria included in the data collection instrument were used for alignment determination of the content of each website with the NSES. Chi-square tests were performed by Microsoft Excel to determine the statistical significance of differences of actual and expected 85% frequencies of alignment of the analyzed website parameters with indicators of alignment to NSES. Chi-square tests indicated that at a 0.05 level of significance there was an overall difference between the actual and expected 85% frequencies of alignment of biology content, instructional strategies and assessment methods with website indicators of alignment with the NSES (p < 0.05). Chi-square tests also indicated that there was a significant difference between the actual and expected frequencies of alignment of analyzed categories (biology content, instructional strategies, and assessment methods) of the sampled websites with website indicators of alignment with the NSES (p < 0.05). / Major findings of this study indicated that 3 out of 4 of the analyzed content attributes, 12 out of 13 of the instructional strategies, and all the assessment methods of the researched biological science websites were less than 85% aligned with the NSES. Only 11 out of 80 (13.75%) of the analyzed websites had collective biology content, instructional strategies, and assessment methods attributes that were 85% or more aligned with the NSES. Appropriately sequenced content that fostered acquisition of fundamental biology knowledge was the only content attribute with significantly more than 85% alignment with the NSES. Provision of illustrative examples to enhance understanding of facts and/or ideas in the context of a conceptual framework was the only instructional strategies attribute that was significantly more than 85% aligned with the NSES. Alignment of website attributes with the NSES has the potential to enhance the educational value of science websites. It is hoped that the findings of this study will motivate science website designers to comply with the NSES. Hope also exists that educators will be motivated to engage in standards-based reform measures for promoting scientific literacy among students. / by Joy E. Stewart. / Vita. / Thesis (Ed.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

The purpose of this study was to investigate whether statistically significant differences existed between high school Honors Physics websites and those of Advanced Placement (AP) Physics in terms of web-design, National Science Education Standards (NSES) Physics content, and NSES Science Process standards. The procedure began with the selection of 152 sites comprising two groups with equal sample sizes of 76 for Honors Physics and for Advanced Placement Physics. The websites used in the study were accumulated using the Google[TM] search engine. To find Honors Physics websites, the search words "honors physics high school" were entered as the query into the search engine. To find sites for Advanced Placement Physics, the query, "advanced placement physics high school," was entered into the search engine. The evaluation of each website was performed using an instrument developed by the researcher based on three attributes: Web-design, NSES Physics content, and NSES Science Process standards. A "1" was scored if the website was found to have each attribute, otherwise a "0" was given. This process continued until all 76 websites were evaluated for each of the two types of physics websites, Honors and Advanced Placement. Subsequently the data were processed using Excel functions and the SPSS statistical software program. The mean and standard deviation were computed individually for the three attributes under consideration. Three, 2-tailed, independent samples t tests were performed to compare the two groups of physics websites separately on the basis of Web Design, Physics Content, and Science Process. The results of the study indicated that there was only one statistically significant difference between high school Honors Physics websites and those of AP Physics. / The only difference detected was in terms of National Science Education Standards Physics content. It was found that Advanced Placement Physics websites contained more NSES physics content than Honors Physics websites. There was no significant difference found between the two types of high school physics websites in regards to web-design, and NSES science process standards. It is hoped that the results of this study may serve as a guide for researchers to explore the role of Web-Assisted Instruction (WAI) as an enhancement to traditional instruction in physics. With the first generation to grow up in the digital age now in high school, WAI may prove to be useful as method to improve critical thinking skills and provide opportunities for inquiry beyond the classroom. / by Ronald C. Persin. / Vita. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

The purpose of this study was to develop an instructional tool, which would enable students and their parents to access the student's progress electronically at anytime and to determine if students whose parents utilized the teacher-created website and used email to communicate showed significant improvement in student's academics, behavior and attendance.

The project developed a web site for a high school physics projected called "Electric Motorboat Drag Racing." The web site was produced following the ADDIE instructional design model (analyze, design, develop, implement, evaluate) and was designed using key usability concepts identified through research: speed, content, appearance, and navigation (SCAN). The web site was developed and tested by asking experts for their feedback and by having participants use the web site. The web site was implemented in physics classrooms and data from 43 participants were evaluated. The data showed 97 percent of the participants' boats successfully completed the five-meter drag race. It also showed that the two targeted California physics standards were selected most often by participants as the standards they most needed to apply, learn, or review to complete the project. Through testing and evaluation, the web site was made more usable and the project helped physics students learn and apply specific physics concepts while gaining hands-on experience.