Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--University of Louisville, 2004. / Department of English. Vita. "May 2004." Includes bibliographical references (leaves 139-154).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Three technology curricula were published in Israel in the last decade, replacing the crafts curricula that had been implemented for approximately twenty years in Israel's elementary and junior high schools. The curricula for technology studies, too, were replaced in stages following the publication of the "Report of the Superior Committee for Scientific and Technological Education" (1992), which recommended the development of integrated science and technology curricula. According to the new integrated syllabus for science and technology in the junior high schools, Israel has begun to produce new curricular materials in two academic centers, involving hitherto unprecedented costs. The primary goal of this work is to develop a scheme for the analysis of technology learning materials to be used to determine whether the resulting materials address all aspects of the technology area of knowledge. Analysis of learning materials assists educators in making considered choices between the variety of existing materials, and thus contributes to the efficient implementation of the chosen curriculum. Analysis of learning materials may also improve the processes of planning and producing new materials by exposing the deficiencies of existing materials. The analysis scheme presented in this work is based on four basic factors in the education situation: subject matter, learner, milieu, and teacher. The scheme is not to be viewed as a normative measurement tool. The scheme is analytical and not judgmental. A scheme for the analysis of learning materials for science (specifically, biology) served as a model for development of the scheme presented herein. The scheme is intended for the use of both teachers and experts. Consequently, it is comprehensive and includes an explanation of the concepts, and analysts require guidance prior of its implementation. This study employed the qualitative research methodology, mainly documentation analysis and content analysis. The subject area of technology is undergoing process of conceptual consolidation and a search for a common denominator for all technological and engineering specialisations. There are currently numerous definitions that attempt to answer the question, what is technology? The central concepts of technology are unclear and consequently there are many approaches to technology education. (This work surveys twenty of the different approaches that are discussed in the professional literature. ) In the early stages of developing the 'subject matter' dimension of the analysis scheme, it became apparent that a conceptual infrastructure must first be established in order to clarify the "central areas of knowledge in technology" ("substantive structures") and the methodologies and methods used in technology problem solving ("syntactic structures"). The analysis scheme could not be completed without these conceptual frameworks. With the integration of technology instruction and other subjects, and the sciences in particular (the STS approach), technology has often been treated as a "mind-on" rather than a "hands on" subject. As a result, a gap has been created between real technology and school technology. In order to address this problem, an appendix to the analysis scheme has been developed, which details examples of "minds on" and "hands on" activities for the central areas of knowledge in technology. The analysis has been applied to the subject matter dimension of two units of study and has shown itself to be a powerful analytical tool for comparative analysis as

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--Lewis & Clark College, 2008. / Includes bibliographical references (leaves 140-150).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Syftet med studien var att undersöka vilka teknikkunskaper lärare ansåg att elever bör ha i slutet av år 3. Studien inleddes med en innehållsanalys av vilka teknikkunskaper som presenterades i kursplan och läromedel. Dessa analyserades utifrån läroplanens syn på kunskap.  Sedan användes ett urval av teknikkunskaperna för att genomföra en enkätundersökning bland lärare i år 1-6 i en mellansvensk kommun. Teknikkunskaperna i läromedlen var många och varierade, vilket visade att kursplanen lämnat ett stort tolkningsutrymme för läromedelsförfattare. Enkäterna visade att de typer av kunskaper som lärarna värderade högst var färdigheter följt av fakta, förståelse och förtrogenhet.

While computers and composition researchers are concerned with the theoretical and pedagogical impacts of new technologies in our field, these researchers have only recently begun to consider the ramifications of the growing use of online social networking sites like MySpace and Facebook in academia. This dissertation fills a much-needed space in the field in its consideration of the pedagogical implications of social networking sites. Online social networking sites can provide teachable moments to talk with students about audience, discourse communities, intellectual property, and the tensions between public and private writing. Thus, if writing instructors ignore the growing conversation regarding online social networking sites, they may potentially miss out on familiar and accessible spaces for teaching rhetorical analysis.In this dissertation, through a qualitative analysis of undergraduate students and university writing instructors, I trace common threads in these individuals' attitudes and perceived beliefs about MySpace and Facebook. In chapters 1 and 2 I draw on Michel Foucault's theories of bio-power and confession to raise questions and concerns regarding pedagogical uses and abuses of online social networking sites, focusing specifically on issues of privacy and surveillance. In chapter 3, I outline the methods and methodologies that guided the qualitative portion of my study; the results of this study are reported in chapters 4 (students' views of social networking) and 5 (instructors' views), respectively. In chapter 5, I use technological literacy as a framework to argue that the immense popularity of online social networking sites coupled with the sheer amount of writing produced by students in these sites provides a compelling reason for rhetoric and composition instructors to begin paying attention to online social networking sites. To conclude chapter 5, I provide specific classroom activities that focus on MySpace and Facebook for instructors interested in bringing social networking back to the classroom. These classroom materials can be adapted to multiple classroom settings and can be modified based on a particular instructor's pedagogical needs.