Technology has changed every aspect of our lives such as communication, shopping, games, business, and education. Technology has been used for decades in the teaching and learning environment in K-12 education and higher education, especially in mathematics education where the use of instructional technology has great potential. Today’s students have grown up in the technology era, so our education system should consider this situation before developing curriculum and instructional strategies. Technology can increase the quality of mathematical investigations, portray meaningful mathematical ideas to students and teachers from multiple perspectives, and change traditional ways of doing mathematics (NCTM, 2000). According to NCTM’s Principles and Standards for School Mathematics (2000), technologies not only increase students’ understanding and learning of mathematics but also help teachers make instruction more effective and meaningful for students. <br>The purpose of this study is to explore how pre-service teachers design mathematics lesson activities that integrate technology. Specifically, the level of cognitive demands of the mathematics tasks in the technology activities: 1) created by pre-service teachers (PST) for an assignment in their elementary, middle level, and/or secondary mathematics methods course, and 2) created and used by secondary mathematics PSTs during student teaching were examined. <br>PSTs designed technology-based instructional activities with high-level cognitive demands, and the mean scores were increased for Described Implementation and Student Response. In these instances, elementary and secondary level PSTs were able to select technology-based tasks with high cognitive demands in greater percentages than middle level PSTs. The mean scores for Described Implementation and Expected Student Response were higher than the means for Potential of the Task for all grade levels. However the means scores for Expected Student Response were lower than the means for Described Implementation for the elementary and middle levels, and the means scores are same for the secondary level. The results also indicated that PSTs were doing very well with their own personal computer use, troubleshooting, identification of instructional practices that reflected a learner-based curriculum design, and effectively technology implementation. By the analyzing relationship between IQA rubrics scores (Potential of the Task, Describe Implementation, and Expected Student Response) and each LoTi-Digital Age levels (PCU, CIP, and LoTi), the researcher discovered that the LoTi Digital-Age scores did not correlate with the IQA scores. / School of Education; / Instructional Technology (EdDIT) / EdD; / Dissertation;

This research explored emergent trends in technical/engineering graphics education as prior research suggested that changes had occurred in the instructional topics and practices of the field. Prior research also showed that instructors wondered if the same topics were taught by graphics professionals as a part of their curriculum at other institutions. The areas researched in this study were: course offerings, student populations, professional development, technical/engineering graphics education, and future research. The study sample of fifty-six (N=56) graphics education instructors was selected from Engineering Design Graphics Division (EDGD) members that were listed in the 2007-2008 membership directory, provided a valid email address to American Society for Engineering Educators (ASEE), had achieved at least a Bachelorâs degree, and taught at least one graphics course a year. The EDGD members were contacted via email and responses were collected by an online survey instrument. Overall, the results were checked for invalid responses, compiled, and then compared to the results of previous research from 1998 and 2004. The results of this study showed a decline in the instruction of: GD&T, manual instruments, 2-D CAD, 3-D modeling, and CAM. The results indicated no change in 3-D constraint-based modeling instruction, but an increase in the instruction of animation. A decline in female students enrolled in technical/engineering graphics courses was also reported; however, an increase was reported in ethic minority students enrolled in the same courses. The results indicated a decline in the number of educational institutions that offered technical/engineering graphics as a major degree, but an increase in institutions that offered a minor in the same field. Furthermore, the results indicated that as time progressed and technology advanced, the topics taught within technical/engineering graphics courses shifted from traditional topics and to new emergent topics. Common concerns of respondents were difficulties remaining up-to-date with changes within the field and the preparedness of incoming students to the field. Possible future trends identified in this study were all software related and included: an increased emphasis on 3-D CAD, the increased instruction of animation, and a migration to online and distance education from traditional classroom instruction. The field of technical/engineering graphics education appeared to be strong and had adapted to industrial advancements and curriculum changes.

This study was conducted in order to discover existing barriers that discourage females from enrolling in technology education (TED) classes in high school and college and to offer suggestions on ways to overcome those barriers. A pilot study was conducted in 2005 at an International Technology Educatorâs Association (ITEA) National Conference to help inform the researcher on the best way to collect data for the study. Participants for the pilot study included female technology education students from several major universities around the country. As a result of the pilot study, qualitative research methods were utilized including a survey for demographics, focus groups, small group interviews, and document analysis. The subjects for the current study were male and female students attending a major university who were enrolled in technology education courses as well as a group of females who were not technology education majors. Three groups were interviewed for the study: one group was comprised of females majoring in technology education, a second group was made up of females enrolled in an introductory graphic communications class who were not technology education majors, and the final group was a group of male technology education majors. Analysis of the data explored possible explanations for and solutions to low female enrollment in technology education and technology-related fields which could influence the way technology education and STEM classes are taught in the future.

The purpose of this study was to identify the quality indicators of visual-based learning material in technology education for grades 7-12. A three-round modified Delphi method was used to answer the following research questions: RQ1: What indicators should quality visual-based learning material in technology education have to be effective and efficient in transmitting information for grades 7-12? RQ2: What are the indicators of the learner?s characteristics that impact the selection of visual-based learning material in technology education for grades 7-12? The quality indicators were determined by consensus reached by a panel of 21 educational experts randomly selected from participants in two NSF funded projects that pilot and field-tested visual learning material in technology education courses. The two funded projects were VisTE and TECH-Know. In the first round, the experts? panel was provided with examples of quality indicators. The example indicators in the first round instrument derived from the literature review. The first round of the modified Delphi method used an open-ended questionnaire format in which the experts were asked to keep, reject, modify or add a new characteristic. The responses generated by the first round contributed to the development of the Round II instrument. In the second round, panelists were asked to value and rank from lowest to highest the items identified on Round I on a 5 point Likert-scale. In Round III the experts? panel was asked to accept or reject the quality indicators derived by the second round. Based on an analysis of data collected on Rounds I, II and III conclusions were drawn.

This study examined the entry-level computing skills of undergraduate education majors at the University of North Carolina at Wilmington during the Spring 2005 semester. This study also compared groups based on demographic categories to investigate if certain demographics were predictors of specific skills competency. This study utilized a representative convenience sample of 186 participants. The participants were pre-tested for their ability to complete 60 computer skills in the Microsoft Office Suite using an online performance test called Skills Assessment Manager by Thomson Course Technology. The data was analyzed as a whole group performance using descriptive statistics and analyzed for analysis between demographic groups using a non-parametric statistic test (the Mann Whitney U Test). The results yielded data that informed the researcher of the skills of the participants prior to taking a mandatory computer skills course. As a result, it was found that a large portion of students were able to do many of the skills before taking the mandatory skills course. It was also found that demographics were not a reliable predictor of computer skills. This study provided data that helped to inform the faculty at UNC-W that the curriculum for the computer skills course needed to be changed based on entry skills of students to reflect the abilities of students in 2005.

The purpose of this case study has been to examine the use of realia, or real objects, in distance learning from the North Carolina Museum of Science. In this case study, videotapes of six distance learning classes were used to observe student behaviors and use of real objects during a program from the North Carolina Museum of Natural Sciences. Additionally the students and teachers from those classes completed surveys about their experiences. Before using the objects, the students appear uncertain about the program, and disinterested. After receiving the objects, the students appear to be engaged in learning. Later when presented with a live animal that is only seen remotely, the students continue to be active participants in the program. At the conclusion of class, the students frequently identify using the realia as a significant part of class, although in the surveys completed after class, the technology was listed as the most important part. The teachers rated the hands-on materials as significant on their surveys. The use of real objects changes the student behaviors in class. The objects generate multiple forms of interactions, support student dialogue with the instructor and each other, and decrease the sense of separation experienced by the students in distance learning.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006. / Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0904. Adviser: Genevieve Williamson. "Title from dissertation home page (viewed March 16, 2007)."

Thesis (Ph.D.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 67-76). Available online via the OhioLINK ETD Center and also available in print.

Thesis (Ph.D.)--University of Nevada, Las Vegas, 2005. / (UnM)AAI3194248. Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3990. Chair: Kendall Hartley.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4674. Advisers: Barbara A. Bichelmeyer; Ginette Delandshere. Title from dissertation home page (viewed May 22, 2008).