No description available.

No description available.

No description available.

The growing impact of biotechnology globally and nationally over the past few decades has prompted the need for elevating general biotechnological literacy levels in all populations. This need is currently being addressed through the field of technology education (TE). Although included in the Standards for Technological Literacy (ITEA, 2000), the actual delivery of biotechnology instruction in TE classrooms has not realized broad implementation. Previous studies have recognized this issue and called for systematic research to identify key factors affecting the implementation of biotechnology instruction in secondary school level TE classrooms. The purpose of this study is to identify the key factors affecting the implementation of biotechnology instruction in secondary level TE classrooms and establish predictive values for the identified factors. This study, which employs a research design grounded in both Rogers’ Diffusion Theory (2003) and Eccles Expectancy-Value Theory (2005), was conducted to address this implementation issue. This study involved the administration of a composite on-line instrument to collect demographic, attitudinal, motivational, and open-ended data related to the phenomena under investigation. Data collected from the on-line composite survey were analyzed through statistical (descriptive, independent t-tests, correlations, hierarchical multiple regressions) and thematic analysis. A total of 395 secondary school TE teachers across the five selected states (Virginia, New York, Connecticut, New Jersey, and Pennsylvania) participated in this study. Analyses of the data led to the following conclusions. Insufficient implementation and preparation toward teaching biotechnology presented in this study are consistent with the low level of implementation of biotechnology instruction in TE classrooms revealed through prior studies. In addition, TE teachers’ motivation (expectancy, value, and cost), their preparation (pre-service courses and/or in-service PD), and infrastructure are all significant predictors for the implementation of biotechnology instruction. Thus, it is necessary for the TE teachers to have a variety of opportunities and support for developing their self-belief toward teaching biotechnology and experiencing the usefulness and importance of teaching biotechnology. The findings and conclusions drawn from the data analysis provide implications to the TE teachers and pre-service teacher preparation institutes. / Ph. D.

US corporations have long recognized university related scientific research as an important source of long term economic growth and technological innovation. This dynamic involvement with industry has drastically increased the university technology transfer and licensing activities, and has stretched the human and financial resources of Technology Management and Licensing Offices of many US universities. This research provides a mechanism that can aid in the complex process of properly assessing university-owned technologies and intellectual properties, to identify those with licensing and commercialization potential for the pursuit of truly important breakthrough discoveries. This research focuses on the university technology licensing and commercialization process from the perspectives of those licensing professionals whose firms' activities are engaged in licensing-in university technologies. The objectives of this research are to: 1.Identify the decision factors and licensing determinants that influence or impact the licensing and commercialization of university technologies. 2.Build and conduct a survey among those licensing professionals involved in the technology licensing process to determine the relative importance of each of the licensing determinants identified in the literature review, and their most current and up to date selection criteria for technologies they license. 3.Develop a framework to assist the University Technology Management & Transfer Office's personnel and other stakeholders in the assessment of the potential viability of the university technologies for licensing and commercialization.

Prior research has shown teachers’ attitudes, teachers’ preparation for using technology, and the availability of technology had significant positive associations with technology integration. However, research has shown that teachers do not fully utilize technology, they fail to implement it thoroughly due to a lack of time needed for planning the implementation of technology into the curriculum, and they do not have adequate training which contributes to underutilization of technology. Due to a lack of research from the teachers’ perspective of technology acceptance, the purpose of this study was to examine high school teachers’ acceptance and use of technology and determine the relationships between Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions and Privacy Concerns. To investigate the current status of adopting and implementing laptops in high schools, this study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model with an addition of Privacy Concerns. The online survey was sent in the fall semester of 2018 to teachers who taught in a North Mississippi School District that has implemented a 1:1 initiative laptop program. A total of 121 high school teachers made up the population and sample in the study, and 112 teachers replied with a 92% return rate. Overall, this study found that Performance Expectancy and Social Influence had the highest mean score at 5.6 (agree), and Privacy Concerns had the lowest mean score 3.8 (neutral), on a 7-point Likert scale ranging from 1 for ‘strongly disagree’ to 7 for ‘strongly agree.’ The average mean score for Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Privacy Concerns was 5 (somewhat agree), indicating that teachers perceived all 5 variables somewhat affect high school teachers’ intention to accept and use of technology. When analyzing whether Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Privacy Concerns predict high school teachers’ behavioral intention to accept technology, Effort Expectancy was the only variable that predicted teachers’ behavior intention to accept technology. The findings of this study will provide valuable information with the current status of adopting and implementing technology in the context of 1:1 initiative programs in high schools.

This study determined whether the measures implemented to address barriers to technology infusion changed the technology use patterns of teachers at a middle school. The research question was: Will middle school teachers infuse technology in teaching when the barriers of a lack of time, tools, training, and support are addressed? Document analysis of lesson plans and educational technologist (ET) logs was conducted to analyze the change in the teachers? teaching practices. Interviews were conducted to gather information about the participant?s perceptions of the project and their involvement in using technology in teaching. Observations were conducted to determine whether changes occurred in teaching practices and to confirm information provided by the teachers. Data analysis revealed that the provision of resources did make a difference in teaching practices. Three of the five core teachers changed their teaching practices; two teachers? teaching practices did not change because they faced second order as well as first order barriers to technology integration. Recommendations for practice included (a) leaving the ET at Covington in his ET position and investing in the funding the ET position at the other schools in the district, (b) utilizing the expertise of the core teachers to provide technology training and support for teachers in the district, (c) selecting persons with a strong technology vision who are willing to practice their vision as well as translate their vision into teacher use of technology in instruction. Recommendations for further research were that follow up studies be conducted that (a) determine whether there was a continuation in the integration of technology in teaching after the project no longer operates in the school setting, (b) determine whether the school continued with the model of providing time, tools, training, and support for teachers to integrate technology into their teaching, (c) determine whether the school district implements these measures in other schools, (d) seek to gain a more in-depth understanding of the reasons that teachers fail to integrate technology into teaching when the first order barriers to technology integration have been removed, and (e) address the issue of technology use for instructional purposes and its effects on students? willingness to participate in the learning process.

The purpose of this study was to explore the relationship between on-site Technology Facilitators, access to technology, technology usage, and technology skill levels of teachers at the eleven C?R?E?A?T?E for Mississippi Partner Schools in the 2003-2004 school year. Four hundred eighteen certified teachers, seven Technology Facilitators, and two Technology Aides participated in the C?R?E?A?T?E for Mississippi project in this time frame in the Partner Schools. Mean difference scores relative to teachers? beginner technology skills and advanced technology skills showed greater gains in Partner Schools that had some level of on-site support than Partner Schools that did not have on-site support. Moreover, schools that had on-site support had greater technology usage rates than the Partner Schools that did not have an on-site support person. Level of on-site support and access to technology, along with other variables of interest, were regressed on teachers? beginner technology skill levels, advanced technology skill levels, and technology usage depicted in the form of student contact hours. The level of on-site support and access to technology explained most of the variance on teachers? beginner and advanced technology skill levels. However, the interaction between level of on-site support and access to technology explained most of the variance on technology usage when loaded into the hierarchical multiple linear regression model further supporting researchers? claims that these two variables are first-order barriers to technology-integration.

No description available.

This study is an empirical evaluation of the relationship between perceptions of the elements of the remote environment of business and the mode of transfer utilized by 90 United States companies transferring technology to Mexico. Characteristics of the technology, the company, and the industry were found, from a thorough search of the literature, to be the key aspects of technology transfer. The primary hypothesis predicted that a significant relationship would exist between perceptions of barriers and choice of transfer mode.