This meta-analysis looks at the results of five studies on the use of technology for the treatment of dyscalculia in primary school age children. Results show significant positive improvement using specialized software treatment technologies for students in Grades 1-5 in various countries using four different software games. However, little is known overall about the effectiveness of technology treatments for dyscalculics, and even less is known about standardized assessments and treatment of this learning disorder in the United States. The literature researched for this dissertation did not put forth any known policies that drive assessment and treatment of dyscalculia. Future studies are needed about dyscalculia, that provide more detailed information to allow other researchers to verify their work.

A field of research that is quickly becoming more prominent is the one related to embodied cognition, which states there is an important association between physical activity and cognition. However, research on the application of embodied cognition to education is still at its infancy. More research needs to be done to understand how motion can contribute to student learning, and even further, research is needed on how learning technologies might support physical activity while learning. This research sits at the intersection of embodied cognition, learning technologies, mobile devices, and mathematics education. It implements a novel learning technology platform created at WPI, called the Wearable Learning Cloud Platform (WLCP). Thanks to a child friendly app thats connect to the central web based system, the experience of elementary school children playing physically active games might be improved. This research also analyzes the importance of motor action in students’ math learning: By using three different conditions of a game called the Tangrams Race requiring different levels of physical activity (i.e. embodiment), we compared differences between fine and gross motor actions in regards to learning. Results indicated that physically active mobile games can and do improve math learning. Results also show marginal significant effect in favor of the physically active mobile games (p<0.1, Partial Eta Sq.=0.1) over traditional tutoring systems on a computer.

Common goals of Educational Data Mining are to model both student knowledge as well as student affect. While research continues along these lines of gathering data and building models of students' changing knowledge and affect states, little is being done to transform this collected (raw) data into meaningful entities that are more relatable to teachers, parents and other stakeholders, i.e. people who are not researchers. This research has entailed the iterative design and development of Teacher Tools, created with input from teachers and other experts. Teacher Tools is a web application designed as part of the MathSpring.org Intelligent Tutoring system --the component that teachers interact with, to set up classes as well as analyze resulting data from their students. In our study, we redesigned the existing version of MathSpring's Teacher Tools in three iterations, based on feedback gathered during each of those phases. The feedback captured from the first iteration clearly suggested for multiple design level changes with respect to math content organization, the interface, and the complexity level of the existing performance reports. Responses to Prototype I during the second iteration, designed on the basis of responses from the first iteration, were met by teachers with mixed to positive responses regarding usability and understandability. Experts at this point suggested further areas of improvement from a usability standpoint, which resulted in Prototype II of the Teacher Tools. Prototype II was then subjected to a third and final improvement iteration; this one was well received by a new set of 10 math teachers and other experts, who thought that Prototype II was very useful to them, in general. Teachers were able to appreciate the use they could give to these Teacher Tools to understand their students better, as well as guide future action plans that would alter their teaching based on information about their students' behavior, performance and affect of their students. In summary, we have created a software product for teachers that supplements the MathSpring tutoring system, which summarizes rich information from data logs into visualizations and other representations. These Teacher Tools have proved useful to teachers in Middle Schools in Massachusetts, who claim they are ready to use this information to change their teaching plans.

The health industry in Canada, as well as in other industrial countries, has been in the process of reform for many years. While such reform has been attributed to fiscal necessity due to increased health costs, the underlying causes are far more complex. Demographic changes, new technologies, expanded health care procedures and medications, increased demand and the globalization of health services have all contributed to the change and complexity of the industry. Health reform varies from country to country. In Canada, with a publicly funded health industry, the main reform method has been regionalization. This decentralized reform method arranges health services under a regional corporate management structure. The primary objective of this study was to assess the effects of health reform on the educational development of health-care managers in British Columbia, a western province of Canada. The study had a two-fold approach; to ascertain how health reform had changed the skill needs of health-care managers, and whether e-learning could benefit health management education. The key research questions that guided the study were: How might recent changes in the health industry have affected the learning needs and priorities of health-care managers? What factors might hinder attempts to meet any learning needs and priorities of health-care managers? and What benefits might e-learning provide in overcoming hindrances to effective health management education? / A combination of quantitative (survey closed questions) and qualitative (survey open-ended questions, interviews and stakeholder feedback) methods was employed in this study. Overall, this study is described as productive social theory research, in that it addressed a recognized change in learning needs for health-care managers following a period of health reform, a socially significant phenomenon in the health industry. Relying on such tools as a survey, interviews, and stakeholder discussions, data was collected from over five hundred health-care managers. The data collected in this study provided valuable insight into the paradigm shift occurring in the educational needs of these managers. The study found that health reform had expanded the management responsibilities of healthcare managers and increased the complexity of service delivery. Restructuring of the health industry decreased the number of managers, support systems, and career opportunities for managers and increased the manager’s workload, communication problems and the need for new knowledge and skills. In addressing the learning needs of health-care managers, the study found there were limitations in health management educational opportunities available to health-care managers. The findings also show that current health management education was focused on senior managers leaving the majority of industry leaders with limited learning opportunities to upgrade their knowledge and skills at a time of great organizational change. / In addition, a classroom format dominated the learning delivery options for many managers. A list of fourteen management skills was used in the survey instrument to ascertain what new skills were needed by health-care managers following thirteen years of health reform. The findings show that of the fourteen skills, twenty-nine percent of health-care managers had no training and fifty-seven percent received their training through in-service, workshops and seminars. Irrespective of gender, age, working location and education the data showed that healthcare managers were mainly receiving training in change and complexity and people skills with less training occurring in planning and finances. Using the same fourteen skills, health-care managers priorized their immediate learning needs, listing the top three, as: evidence-based management, change and complexity and financial analysis. While evidence-based management and financial analysis could be attributed to the introduction of a corporate management structure in the health industry, change and complexity was an anomaly as managers were already receiving training in this skill. Health industry stakeholders believed this anomaly was due to continued uncertainties with ongoing health reform and/or a need for increased social interaction during a time of organizational change. In addressing the many learning needs of health-care managers a new health management education strategy was proposed for the province which included the need for an e-learning strategy. / The e-learning approach being proposed in this study is an integration of skill training and knowledge sharing directly blended into the workflow of the managers, using a variety of learning technologies. To support this idea, the study found that the majority of health-care managers were not only familiar with e-learning, they also felt they had the computer and Internet skills for more learning delivered in this manner. While a strong need for face-to-face learning still remained, a blended e-learning strategy was proposed for skill training, one that would accommodate the learning needs of managers in rural and remote areas of the province. Knowledge sharing technologies were also proposed to improve the flow of information and learning in small units to both newcomers and experts in the industry. Since this would be a new strategy for the province, attention to quality and costs were identified as essential in the planning. The study found that after years of health reform a new health management educational strategy was needed for the health industry of British Columbia, one that would incorporate a number of learning technologies. Such a change in educational direction is needed if the health industry wishes to provide their leaders with a responsive learning environment to adapt to ongoing organizational change.

In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.

The aim of the thesis is to find out children&rsquo / s expectations from smart products that enhance their learning and analyze their conformity with the state of art smart products and educational technologies. The developments in technology affect many dimensions including education. There are many studies that aimed to improve the learning process by the help of technology. However, the perspective of children considering this topic is almost absent in the literature. Therefore, expectations of children from learning technologies are explored via an empirical study. The state of art smart technologies and products to enhance learning will also be covered. Then, in the light of an empirical study, to what extent children&rsquo / s expectations overlap with current technologies will be presented.

This mixed methods study examined professional development for higher education faculty members at four-year, state supported universities in Texas and the perceptions of professional development leaders at these institutions. The quantitative data was generated through an electronic survey aligned to the second iteration of the technology acceptance model while the qualitative data was generated through semi structured interviews with those that participated with the survey. Univariate analysis was performed on the survey data and the qualitative data was categorized using pattern coding. Limitations and future recommendations were also discussed.

This study examined implementing the online website Khan Academy as a primary resource for mathematics instruction. Participants were high school students aged 15-18 years enrolled in the traditional mathematics courses of Algebra 1, Geometry, and Algebra 2. A pre-test/post-test research design was implemented over the course of a six-week period of instruction. I wanted to examine whether Khan Academy was associated with positive learning outcomes over the six-week period as compared to measures of normalized growth. Additionally, I asked whether a beta program to personalize instruction on Khan Academy was associated with statistically significantly better outcomes compared to the regular Khan Academy course sequences alone. To address my questions, I randomly assigned students into treatment and comparison groups. As a measure of learning growth, I used the Northwest Education Assessment’s Measures of Academic Progress (MAP) to establish a pre-treatment baseline and again at the end of the program to measure learning growth. I compared before and after means. Overall, I found that students in both groups showed overall positive growth, statistically significantly different from normal expected growth. However, I did not find a statistically significant difference between the two groups. In terms of practical implementation, the results of this study suggest that use of Khan Academy as a primary instructional resource is associated with positive learning outcomes in this data set. Further study with larger sample sizes to confirm these preliminary results is recommended.

This study investigates the integration of lecture recordings to support flexible learning and responsive pedagogical approaches in an undergraduate LLB degree presented in a dual mode (face-to-face and online) by the University of the Free State’s Faculty of Law. In this faculty, lecture recording is observed by compulsory integration in all classes; the only options pertain to three basic software tools. According to literature, integrating lecture recording can bring about flexibility in student learning, and flexibility can have both positive and negative implications for student learning. This study uses Puentedura’s (2006) SAMR (Substitution, Augmentation, Modification and Redefinition) model as a theoretical lens to analyse different levels or types of integration of lecture recording by students and lecturers. The SAMR categories assisted the study to identify whether Substitution, Augmentation, Modification or Redefinition were present when students and lecturers integrated lecture recording in teaching and learning. The study implements a mixed-method research approach that included student and lecturer surveys, lecturer interviews, and telephonic interviews and focus group discussions with students. Findings indicate that students’ overall experience of lecture recording was that it enhanced their learning and gave them flexibility regarding how, where, when they could learn. Some lecturers claimed that lecture recording enhances their teaching methodology, and that it can have an impact on their students’ learning. Lecturers agreed that lecture recording can be applied and integrated to transform the way they teach. Lecturers also indicated that lecture recording, in the form of audio recordings of lectures, in some instances caused students to hold lecturers accountable, not always fairly, for their utterances in class. Both staff and students indicated that they had concerns about class attendance when lecture recording was used, regardless of whether lectures were recorded when presented online or face-to-face. The study found that campus-based and online students integrated lecture recordings as part of their learning experiences in a variety of ways. The majority of campus-based students reported using lecture recordings to augment their learning experiences, especially in relation to how and whether they attended faceto-face lectures. Modification strategies for online students included making use of lecture recordings as a substitute for their presence at face-to-face lectures. Some online students reported that engaging with lecture recordings made them feel part of the course and its community of students. Lecturers’ specific approaches to teaching play a considerable role in the way they experience lecture recording and the way they integrate it in their courses. In addition to survey findings, the study also presents lecturer views, to illustrate some of these variations and interplays. While some lecturers reported that using lecture recordings has completely transformed the way they teach, others admitted that if they had a choice, they would not use lecture recordings in their teaching. The study offers a contextual account of lecture recording integration and contributes to global debates around lecture recording. Student and lecturer experiences with lecture recording, as observed through various SAMR levels of integration, depend on the type of lecture recording tool and software used, beliefs relating to the purpose of a lecture, regardless of its mode of delivery, and the reason for recording it in the first place. The study contributes to a local understanding of lecture recording integration and stimulates new dialogue that could guide future integration of lecture recording technologies, locally and internationally.

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-06-15T12:11:59Z No. of bitstreams: 1 Marlei Scheunemann Schneider.pdf: 1899964 bytes, checksum: 298491e4e130e592e890f06475017cb1 (MD5) / Made available in DSpace on 2018-06-15T12:11:59Z (GMT). No. of bitstreams: 1 Marlei Scheunemann Schneider.pdf: 1899964 bytes, checksum: 298491e4e130e592e890f06475017cb1 (MD5) Previous issue date: 2017-12-15 / Digital media are present in the daily life of schools and, along with them, the need to train the teachers who will act directly on this interaction digital media students. In order to study this issue, the present work aims to reflect on the relationship between education and digital technologies of information and communication (TDIC) at present. In addition, this dissertation has as methodological approach, a literature search and a critical review of the literature, based on theorists like Almeida (2005), Pretto (2001), Carbonel (2016), Valente (2015), Demo (2012), for work-related concepts teacher education and digital media, primarily, the methodologies incorporated in 21st century. To see the incorporation of digital media in the classroom, teacher interviews were published in the magazine new school (2012) and in the teacher's Portal (2008, 2009, 2011, 2014), with the aim of showing the speech of teachers in relation to the use the TDIC in the classroom. Through the survey, it was found that the teaching-learning practices, expand the cognitive possibilities through interaction between the information, student and the various fields of knowledge, promoting reflection on the technological action in the educational process. In this way it is possible to take the student an important character in the process of teaching and learning with the use of these tools, the education, the social yearnings and the needs of the citiizen. / As mídias digitais estão presentes no cotidiano das escolas e, junto com elas, surge a necessidade de capacitar os professores que atuarão diretamente nesta interação mídia digital-alunos. Com o intuito de estudar essa temática, o presente trabalho objetiva refletir sobre a relação entre a educação e as Tecnologias Digitais de Informação e Comunicação (TDIC) na atualidade. Além disso, essa dissertação tem como proposta metodológica uma pesquisa bibliográfica e uma revisão crítica de literatura, baseando-se em teóricos como Almeida (2005), Pretto (2001), Carbonel (2016), Valente (2015), Demo (2012), para trabalhar conceitos relacionados à formação de professores e mídias digitais, principalmente, as incorporadas nas metodologias do século XXI. Para constatar a incorporação das mídias digitais em sala de aula, foram utilizadas entrevistas de professores publicadas na revista Nova Escola (2012) e no Portal do Professor (2008, 2009, 2011, 2014), com o objetivo de mostrar o discurso dos professores no que se refere à utilização das TDIC em sala de aula. Através da pesquisa realizada, concluiu-se que as práticas de ensino-aprendizagem ampliam as possibilidades cognitivas através da interação entre a informação, aluno e os diversos campos do saber, promovendo a reflexão sobre a ação tecnológica no processo educativo. Dessa forma, é possível tornar o aluno o protagonista do processo de ensino e aprendizagem com o uso dessas ferramentas, aproximando a educação dos anseios sociais e das necessidades do cidadão.