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31	The Effects of the Use of Technology In Mathematics Instruction on Student Achievement Myers, Ron Y 30 March 2009 (has links) The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools. Mathematics Technology Acheivement Gender SES Geometer's Sketchpad (GSP) Geometry Manova Acheivement gap Minority Algebra Algebraic Geometry Analysis Categorical Data Analysis Curriculum and Instruction Demography, Population, and Ecology Design of Experiments and Sample Surveys Disability and Equity in Education Education Educational Psychology Gender and Sexuality Geometry and Topology Inequality and Stratification Mathematics Other Education Other Mathematics Other Physical Sciences and Mathematics Other Sociology Other Statistics and Probability Physical Sciences and Mathematics Probability Race and Ethnicity Science and Mathematics Education Science and Technology Studies Service Learning Social and Behavioral Sciences Social Psychology and Interaction Sociology Statistical Models Statistical Theory Statistics and Probability
32	Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs Vũ, John Huân 01 March 2010 (has links) View John Huân Vũ's thesis presentation at http://youtu.be/y3bzNmkTr-c. In 2001, the ACM and IEEE Computing Curriculum stated that it was necessary to address "the need to develop implementation models that are international in scope and could be practiced in universities around the world." With increasing connectivity through the internet, the move towards a global economy and growing use of technology places software internationalization as a more important concern for developers. However, there has been a "clear shortage in terms of numbers of trained persons applying for entry-level positions" in this area. Eric Brechner, Director of Microsoft Development Training, suggested five new courses to add to the computer science curriculum due to the growing "gap between what college graduates in any field are taught and what they need to know to work in industry." He concludes that "globalization and accessibility should be part of any course of introductory programming," stating: A course on globalization and accessibility is long overdue on college campuses. It is embarrassing to take graduates from a college with a diverse student population and have to teach them how to write software for a diverse set of customers. This should be part of introductory software development. Anything less is insulting to students, their family, and the peoples of the world. There is very little research into how the subject of software internationalization should be taught to meet the major requirements of the industry. The research question of the thesis is thus, "Is there a framework for software internationalization that has been validated against industry requirements?" The answer is no. The framework "would promote communication between academia and industry ... that could serve as a common reference point in discussions." Since no such framework for software internationalization currently exists, one will be developed here. The contribution of this thesis includes a provisional framework to prepare graduates to internationalize software and a validation of the framework against industry requirements. The requirement of this framework is to provide a portable and standardized set of requirements for computer science and software engineering programs to teach future graduates. Software Internationalization Software Localization Software Globalization Computer Science Education Software Engineering Education Industry Survey Industry Questionnaire Industry Case Study Statistics Hypothesis Testing Applied Statistics Categorical Data Analysis Clinical Trials Curriculum and Instruction Design of Experiments and Sample Surveys Educational Psychology Graphics and Human Computer Interfaces International and Comparative Education Other Applied Mathematics Other Computer Sciences Other Education Other Mathematics Other Physical Sciences and Mathematics Other Statistics and Probability Software Engineering Statistical Methodology Statistical Models Statistics and Probability

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The Effects of the Use of Technology In Mathematics Instruction on Student Achievement

Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs