Healthcare is facing a major transformation driven by digitalization and the shift of responsibility to the individual patient level. Digital health enables significant improvements in terms of efficiency, effectiveness and quality of healthcare. This dissertation provides a framework, which underlines the relevance of combining innovation and process management in the healthcare system. The current and future state of research and practice of promising technologies, their benefits and their challenges were elaborated. Moreover, approaches for integrating suitable and emerging digital health technologies in existing healthcare infrastructure were investigated, in particular the motivation and acceptance of different stakeholders and users. The dissertation contributes recommendations for science, government, and healthcare actors by elaborating the concept of patient-centricity and process improvement.

This study explored the digital didactical designs of four senior and FET language teachers at a private school. Participants collaborated within a Community of Practice during the study that served as a Teacher Professional Development opportunity, aimed at integrating technology into their teaching. The research design involved Collaborative Action Research for data gathering purposes. The phenomenon was represented as an explorative, descriptive case study. Data collection instruments included focus-group interviews, observations and documents based on the teaching practices of the participants. The study employed a conceptual framework involving the Digital Didactical Design theoretical framework, surface and deep learning in relation to Bloom’s Taxonomy, the Substitution Augmentation Modification Redefinition model as well as Teachers’ ICT proficiency levels. Nine interviews, 24 observation sheets as well as lesson documents were analysed using content analysis and coding. During the study, all participants managed to present true digital didactical designs, especially during their second lessons. They gained an appreciation for and ability to integrate digital tools into their teaching practices. While the inputs of the Community of Practice were beneficial, the use of the Digital Didactical Design observation sheet was time-consuming and not user-friendly, although it contributed to teachers’ designs. The study contributed a checklist for lesson design that applied the elements of Digital Didactical Design, as well as an updated observation sheet that can be used during oral reflections on lessons to determine teachers’ digital didactical designs. / Dissertation (MEd)--University of Pretoria, 2021. / NRF / Science, Mathematics and Technology Education / MEd (General) / Unrestricted

The purpose of this study was to identify the strategies necessary and the problems encountered in integrating technology into the educational environment on a large scale basis. Using the methods of qualitative research, specifically an adaptation of educational criticism, the study described and analyzed the first four years of implementation of the Sacramento Model Technology Schools (MTS). Data used in this study came from historical documents, the memories of the Project Director, and the information gathered in guided interviews with 33 representatives of the key stakeholders in the project. The Sacramento MTS, one of six projects funded by the State of California at $500,000 per year for five years to study the integration of technology into schools on a systems level, was used for this study. The Sacramento project called for school-wide computer and video networks with a variety of technologies available to students, staff, and the community in a variety of configurations. Hoping to weave communication and critical thinking skills throughout the curriculum, the project staff planned to disseminate technology-enriched curriculum units in the latter years of the project. The major components of the implementation process included planning and leadership, facility retrofitting and hardware installation, staff development, curriculum development, and research and evaluation. The findings in this study focused on (1) the need for strong leadership at all levels, (2) the negative effects of staff turnover, (3) the need for clear and effective communication with in-district participants as well as those outside, (4) the need for flexibility in project plans as well as facilities, (5) the use of a wide variety of staff development strategies in response to school culture and staff needs, (6) the provision of adequate time, (7) the need for planning beyond the project years, (8) the difficulties encountered in doing research in a changing environment, and (9) the personal growth achieved by many participants. Based on the findings, the study offered several implications for similar projects and concluded by sharing some suggestions for future study.

The purpose of this qualitative multiple-case study was to investigate early childhood teachers’ perceptions of how technology integration contributes to the development of young children’s literacy. I sought to understand their perspectives on the differences between traditional and digital literacies, the benefits of using technology for this purpose, and how they perceived their role in planning and implementing technology-integrated literacy activities. Finally, the study examined how teachers’ perceptions, beliefs, teaching experiences, and technology knowledge influenced their classroom practices. The study drew from sociocultural and multimodal perspectives that view children’s use of digital devices as tools to make meaning and engage with multimodal texts as social practice influenced by their interactions and conversations with teachers and peers in classrooms. Ten early childhood teachers from three different elementary schools agreed to participate in the study. Data were collected from semi-structured interviews and reviews of lesson plans and instructional PowerPoints. The data were analyzed through two cycles of coding that generated four overarching themes: 1) teachers’ beliefs and understanding of digital literacies, 2) digital literacy experiences in early childhood classrooms, 3) teachers’ roles in technology-enhanced instruction, and 4) facilitators and barriers to digital technology integration. The study found that participating teachers recognized the importance of integrating digital technologies into their traditional literacy instruction in moderation with the exception of pre-K teachers who asserted that digital technology was inappropriate in pre-K classrooms. The teachers tended to conceptualize digital literacies as the absence of physical aspects and materials and the consumption of digital texts. In addition, teachers observed common benefits related to technology integration including providing audio and visual modes to supplement print-centric literacy, maintaining students ‘attention by projecting stories and letters on an interactive whiteboard, and facilitating individualized learning using apps that assess students’ reading levels. The teachers provided opportunities for students to watch videos about letters and sight words and play literacy games on tablets and Chromebooks. With guidance and modeling, most teachers encouraged the students to read e-books and play literacy games. The findings suggest implications for teachers, administrators, teacher educators, policymakers for effective integration of technology in early childhood classrooms and to overcome obstacles that teachers might encounter. The findings could be used to guide professional development based on teachers’ perspectives and classroom experiences to better meet their needs because they are the key to more productive technology integration. Such support is needed to help teachers realize the potential of digital technology to transform literacy learning and prepare young children to be literate in the 21st century.

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The purpose of this study was to identify and describe the demographic characteristics of faculty related to (1) faculty integration of technology, (2) the utilization of technological tools, (3) and the knowledge of computers and information technology of full-time faculty members at East Tennessee State University. Four hundred forty-three full-time faculty from East Tennessee State University were surveyed. The total mailed and e-mailed returned responses for this study were 205. Eighteen hypotheses generated from 3 research questions were tested using Pearson Product-Moment Correlation, Analysis of Variance, Two-Way Analysis of Variance, and Multiple Regression Analysis. This study showed that full-time faculty at East Tennessee State University possessed a positive attitude about the integration of technology and utilization of technological tools. The full-time faculty members also possessed a positive attitude towards the knowledge of computer and information technology. Age did not have an impact on the integration of technology but affected the utilization of technological tools and faculty knowledge of computers and information technology. No differences were found in the integration of technology, utilization of technological tools, and knowledge of computers and information technology towards gender and ethnicity. The percentage of computer usage in the classroom did have an affect on the integration of technology, utilization of technological tools, and knowledge of computers and information technology while tenure status had no effect. Academic units positively affected the faculty integration of technology but had no effect on the utilization of technological tools and knowledge of computers and information technology. No relationship was found between faculty integration of technology and the number of years teaching whereas a relationship was found with the utilization of technological tools and knowledge of computers and information technology.

This dissertation reports the results of a conceptual analysis of the technological pedagogical content knowledge (TPACK) framework, particularly its component constructs of technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK (the central component of the framework listed earlier). First, a technical use analysis reveals how existing research has defined and exemplified the constructs. Next, interviews with leading TPACK researchers further refine the constructs. The dissertation then reports cases that illustrate each of the constructs and the boundaries between them. The conceptual analysis results in an elaborated model of the TPACK framework, focusing on the essential features of each construct to facilitate classification of future examples. The analysis also reveals that TCK, TPK, and TPACK do appear to be distinct constructs. The boundaries among constructs are elaborated through a discussion of the sliding nature of the framework and the nature of the instructional strategies that are enacted.

This qualitative case study investigates whether technological, pedagogical and content knowledge (TPCK) is balanced and integrated in Chinese language classrooms. Three expert Chinese teachers in technology-enhanced classrooms, as well as their students, were observed and studied. Four and a half months of data were collected in the form of classroom observations, interviews, reflective journals, and document analysis. Four basic findings were derived from the study. First, the TPCK framework reflected an observable instructional process for communication between teachers and students. However, teachers did not knowingly integrate technology, pedagogy and content in technology-enhanced classrooms. Second, content was the focal point during the course preparation process, and teachers did not consciously attempt to negotiate a balance between technology, pedagogy, and content. Third, students preferred human interaction with teachers and individualized learning with teachers' assistance in technology-enhanced learning environments. Fourth, educational context and culture did influence the way that teachers taught, selected content, and employed technology.

The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.

The purpose of this Dissertation in Practice was to analyze the organizational factors affecting technology integration within the context of literacy instruction at a single school site that was preparing to implement a 1:1 mobile device initiative in all K-5 classrooms the following academic year. This was achieved through conducting an organizational analysis using a multi-frame model developed by Bolman and Deal (2008). This study used a convergent parallel mixed methods research design consisting of teacher and administrator interviews, a quantitative and qualitative survey, and classroom observational data. One main evaluation question was designed to frame this organizational analysis: What organizational factors support and impede technology integration within the context of literacy instruction? To answer the main evaluation question, the evaluator collected data to answer six evaluation sub-questions. The evaluation sub-questions were developed to ensure that data was being collected among Bolman and Deal's (2008) four frames. In the context of integrating technology into literacy instruction, the data collected in this study suggest that the organizational strategies and issues within the human resource frame are impacting, and are impacted by, the organization's political, structural, and symbolic practices. The teachers' lack of opportunities to develop the requisite knowledge, experience, and skills needed to integrate technology into literacy instruction seem to have impacted the teachers' level of technology integration as well as their levels of concern. Data from this organizational analysis indicated that the lack of time was a major obstacle in learning how to integrate mobile devices into literacy instruction. The school's current team-based organizational model, while supporting other aspects of their education practices, may create structural and political barriers to effectively implement the 1:1 mobile device initiative. Observations and interviews suggested that the school values technology to support basic literacy skills, but not the transformative role of technology on literacy in today's society. Using all four frames of the Bolman and Deal's (2008) model allows an organization to look beyond one frame, such as developing human resources through professional development, when working towards implementing a school-wide initiative effectively. Although tailored professional development is necessary for teachers to learn how to integrate technology into literacy instruction, the professional development will not be effective without greater stability in the instructional staff, and focused political and structural solutions that will support the instructional staff's professional learning and implementation.