The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. The goal was to provide district personnel data that may be utilized when planning for more effective technology staff development. This study examined (1) the methods of learning instructional technology that are being utilized by teachers and administrators and (2) why these methods are being utilized in two Texas school districts. Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their educator categories. Administrators tended to score much higher than both elementary and secondary teachers on their technology levels of use. Participants gave a variety of reasons for utilizing certain technology training methods most frequently. The most popular reason was that the method fit into their time schedule followed by the location of the training. The least given reason was that it was the best method for learning the technology skill.

The purpose of this study was to investigate the potential use of Second Life (Linden Labs, 2004) and Skype (Skype Limited, 2009) as simulated virtual professional development tools for pre-service teachers seeking endorsement in teaching English as a Second Official Language (ESOL. Second Life is an avatar-based Internet program that allows end-users to interact, using audio and chat features, with a digital representation of themselves (an avatar). Skype is an Internet-based video conferencing program that allows users to see each other by way of a webcam. Of particular interest to this study was how a group of 12 pre-service teacher education students internalized professional knowledge and if that knowledge was actually transferred into active teaching practice and professional identity development. To investigate this knowledge transfer, an exploratory case study (Yin, 2008) was conducted framed around the theories of sociocultural constructivism (Kanuka & Anderson, 1999; Vygotsky, 1978) and critical pedagogy (Freire, 1990). The components of one module from the ESOL II course that addressed hegemonic curriculum and teaching practices were recreated in Second Life and Skype or analysis. Using within-case analysis (Miles & Huberman, 1994), vignettes (Ely, Vinz, Downing, & Anzul, 1997; Spalding & Phillips, 2007), and tallied collaborative utterances (Erben 2001), developmental progressions among the pre-service teachers were examined from the beginning to the end of the module and were evaluated for their relevance to knowledge transfer and self-regulation. The interactions were also examined for instances of amplifications and reductions of pedagogic practices (Erben 1999) through collaborative dialogue (Bakhtin, 2006; Erben, 2001; Wertsch, 1991). The findings of this study suggested the positive potential of using Second Life and Skype to enable self-regulation and pedagogic transformations to occur among the participants with appropriate considerations acknowledged for the teaching audience, developmental goals, and venue of instruction.

No description available.

The University of Pretoria (UP) implemented an upgraded version of the institutional learning management system (LMS) (called “new clickUP”) from June 2011 to December 2012. The purpose of the study is to determine the levels of use (LoU), stages of concern (SoC), and perceived expressed needs of health professional educators (HPEs) in the Faculty of Health Sciences as they adopt and implement the new LMS in their teaching. The rapid development of educational technology for teaching and learning is a cause of constant change in higher education institutions. In particular, regular upgrades to an LMS put pressure on lecturers, forcing them to learn to implement upgraded versions. Although LMSs are viewed as an essential part of technology-enhanced learning, the literature seems to be silent about widespread fidelity of use and how this may be achieved, particularly in a medical education context. The study follows an eclectic research design utilising the Concerns Based Adoption Model (CBAM) with its diagnostic tools (SoC and LoU) to evaluate both the concerns of HPEs and the extent of implementation of the LMS. The perceived expressed needs of HPEs in this context were explored further through interviews. The rationale for the study is that the levels of implementation of the LMS could be improved if professional staff development interventions address specific training and support needs of lecturers. The results of the study show that HPEs at UP have not yet completed the journey across the bridge of implementation. Based on the results of the SoC and LoU instruments, HPEs consistently rated concerns at the Unconcerned stage as the highest, and Management concerns as second highest. Informational and Personal stage concerns were rated not much lower than Management concerns. Detailed information regarding the context-specific needs of HPEs was collected from the perceived expressed needs interview, to supplement the needs obtained through the SoC questionnaire. The results reveal some variation from the SoC, as well as additional needs HPEs have with regard to the implementation of an LMS. Four core needs of the HPEs were identified: (i) to know the reason for the change to the new LMS; (ii) to have time available to learn, practice and implement the system; (iii) to have access to training and support resources; and (iv) to understand the functionalities available and associated possibilities for application in their teaching practice. By integrating the results of research question 1 (SoC) and research question 2 (LoU), the fidelity of implementation was ascertained, utilising a fidelity matrix based on the highest SoC and LoU achieved by HPEs. To accomplish the stated rationale (i.e. to facilitate the journey across the implementation bridge) the study recommends that attention should be paid to the Unconcerned and Management stages of concern. Specific training and support interventions should address these concerns, without neglecting Informational and Personal concerns that are still prevalent. / Thesis (PhD)--University of Pretoria, 2014. / gm2014 / Science, Mathematics and Technology Education / unrestricted

No description available.

This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.