The purpose of the project was to develop a webpage for each teacher at Deer Canyon Elementary School which is in Alta Loma, California. The webpages were designed to give teachers the tools to add information to their own webpages to enhance their communication with students and students' parents.

This project was developed to address the complex issue of disseminating information to high school students via the World Wide Web. Topics include: the need for greater communication among instructors, students and parents, the need to utilize instructional design techniques, the backwards design process in the development of web based projects; and the need to integrate internet technology for promoting instruction and learning.

This project creates an interactive website on the literature surrounding reading and concept acquisition skills in adult learners. This website used in conjunction with the Basic Skills English 10A course given in community colleges will enhance reading and concept acquisitions skills enabling student the self cofidence, encouragement and motivation to complete the course.

Transmedia books are new and emerging technologies which are beginning to be used in current classrooms. Transmedia books are a traditional printed book that uses multiple media though the use of Quick Response (QR) codes and augmented reality (AR) triggers to access web-based technology. Using the transmedia book Skills That Engage Me students in kindergarten through second grade engage in curriculum designed to introduce science skills and careers. Using the modified Draw-a-Scientist Test (mDAST), observations and interviews, researchers analyzed pre and post data to describe changes students have about science and scientists. Future study may include the development and validation of a new instrument, Draw a Science Student, and examining the mDAST checklist with the intention of updating the parameters of what is considered positive and negative in relationship with work a scientist conducts.

Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.

Employing Daisaku Ikeda’s iteration of soka, or value-creative education, I detail a small qualitative study with adolescents involving commonplace, a traditional literacy practice of collecting excerpts from a variety of texts, as well as an accompanying inquiry activity of writing memory vignettes that includes a procedure that I call mirroring text. With an interest in self-reflexive responses to reading, my study explores what happens when five adolescent multiliteracies practitioners select, compile, and respond to excerpted multimodal texts, primarily from social media sites. Conducted in a virtual tenth grade advisory class during the 2020-2021 school closures due to the global pandemic, I discuss the peculiarities and challenges of the virtual learning space and the study activities that occurred therein, as well as the pedagogical implications of commonplace and mirroring for secondary Language Arts.

Submitted in accordance with the requirements for the degree of Doctor of Philosophy in Communication Science at the University of Zululand, 2005. / This is a dissertation presented on the development of e-education in KwaZulu-Natal, beginning with the dawn of the e-education process, covering its development and rate of penetration in previously disadvantaged rural, urban and township areas. The study investigates the problem of applying Information Communication Technologies (ICTs1) in education in the context of KwaZulu-Natal. The first part of the study reviews theories and literature relevant to understanding and defining e-education and the nature and scope of e-education worldwide. Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the extent of e-education in KwaZulu Natal, and the findings of the survey. Penultimate chapters blend the insights gained from this literature review to interpret the results, obtained through the quantitative research methodology, to describe a set of conclusions and recommendations in the context of applying Information Communication Technologies in the formal learning environment in KwaZulu-Natal.

An evaluation of American higher education distance education programs was conducted to explore how they approach intellectual property, copyright and information sharing/antitrust policy concerns for Internet-based programs. An evaluation of the current status of distance education and Internet-based training in higher education was conducted through a pilot study that included a random sample of 223 accredited institutions. Seventy-seven institutions responded to a survey, of which there were 14 Research I&II, 17 Doctorate I&II, and 46 Master's I&II institutions included in this study. A review of institutional policy approaches for these 77 institutions was conducted via Internet Web site and bulletin review. A multiple-case study was also conducted which included 10 of the top 30 accredited distance education institutions in America. Policy approaches were examined for all institutions and differences were discussed for public and private institutions as well as the following Carnegie Class institutions- Research I&II, Doctorate I&II and Master's I&II. Ten percent of all institutions that responded to the pilot study developed a written policy addressing antitrust/information-sharing concerns. Additionally, the data indicated that 22% of institutions in these Carnegie Class ranges published copyright and intellectual property policy on their institutions' Internet Web site. Ninety percent of the institutions in the case study advised of central control for the distance education program, as well as central control for copyright and intellectual property policy.

The purpose of the research was to determine how educators could be motivated to implement internet technology in education. The literature study highlighted the need for e-learning while suggesting that educator support would not be achieved easily. The empirical study, however, revealed that at the international school examined, educators accept internet learning and demonstrate a willingness to introduce it into their pedagogy, were a blended approach to be adopted. Technological and psychological barriers had already been breached, as e-learning was taking place in a non-threatening environment. Educators were being empowered to experiment with e-learning in their subject areas. The study revealed that, having already embraced e-learning methodology educators would continue to do so if they could clearly perceive the benefits to be achieved. The study also showed that given a technologically nurturing environment, it would not be difficult to motivate educators to introduce internet technology into their pedagogy. / Educational Studies / M.Ed. (Adult Education)

The purpose of this study was to evaluate Core5, a computer-assisted instruction (CAI) programme, on developing early literacy skills in struggling kindergartners and providing enrichment for high achieving kindergartners. Conducted through the positivist research paradigm, the research design of this study is a quantitative quasi-experimental non-equivalent control group pretest-posttest design using the probes AIMSweb Letter Name Fluency (LNF), AIMSweb Letter Sound Fluency (LSF), MAP K-2 Early Literacy, as well as a questionnaire regarding teacher perceptions of Core5 and its implementation in the classroom. This study used convenience sampling instead of probability sampling since many schools already use Core5. Fifteen schools in the Matanuska Susitna Borough School District was the target population. The sample group comprised of 751 kindergartners, aged five to six-year-olds divided into the treatment group, the partial treatment group, and the control group. Posttest analysis of LNF and LSF data confirmed all three groups made gains from the pretest, but an ANOVA indicated there was a significant difference between the three groups. A Bonferroni post hoc test determined the treatment group and the partial treatment group were significantly different from the control group. The posttest analysis of MAP K-2 Early Literacy data indicated that all three groups made gains from the pretest. An ANOVA suggested there was no significant difference between the three groups. Lastly, the end-of-year Core5 levels were correlated to the benchmark scores on LNF, LSF and MAP K-2 Early Literacy probes using Pearson’s r. The teacher questionnaire indicated that a majority of teachers have a favourable view of Core5, which is vital to the implementation of Core5 because their attitude is also a significant predictor of student use in the classroom. The findings indicate that Core5 is an effective CAI program to use as part of the kindergarten ELA curriculum. The findings also add to the volume of research on Core5, CAI programmes and blended learning. / English Studies / D. Litt. et Phil. (English)