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An important field of research now is how smartwatches are being adopted and used in variouscultural situations. The adoption of smartwatches among Pakistani consumers is the subject ofthis study, with an emphasis on understanding the behavioral intents and usage patternsinfluenced by cultural customs and lifestyle preferences. Semi-structured interviews and qualitative questionnaires were employed in the study's qualitative research approach to extract insights from a diverse group of individuals. The research utilized qualitative methods, gathering in-depth and nuanced information from Pakistani users through semi-structured interviews and qualitative questionnaires. The data was subjected to thematic analysis, which revealed recurrent themes that provide insights into the variables impacting the adoption and sustained use ofsmartwatches.Five main themes emerged from the participants after thematic analysis. It was revealed that smartwatches were helpful in encouraging better lifestyles because they could beused as health-monitoring devices to actively control their fitness-impacting lifestyles. Users were able to smoothly incorporate technology into their fashion choices thanks to smartwatches, which wereseen as extensions of personal style. Participants praised the ease of managing tasks and notifications straight from the wrist, which facilitated effective time management. Withfeatureslike stresstracking and relaxation activities, smartwatches act as instruments for reducingstress.Participants praised smartwatches for helping them stay connected and organized whileretaining a professional demeanor. The findings were interpreted using a comprehensiveframework basedon the Affordance theory. The themes that were found reflected the perceived benefits that smartwatches are thought to provide, directing users towards activities based on thefunctionality they perceive. By illuminating the complex relationships between perceived affordances and behavioral intentions, this framework improved our knowledge of how cultural practices and lifestyle preferences interact with the adoption of technology. The results highlightthe mutually beneficial interaction between technology, culture, and personal goals whilehighlighting the roleof perceived affordances in influencing users' intents and actions. These observations offer invaluable advice for designers, academics, and stakeholders looking toimprove user experiences across various cultural contexts as smartwatches continue to reshape personal interactions with technology.

The purpose of this study was to investigate administrators' perceptions of using social media as a tool for learning. A review of literature revealed a disconnect between the technology students rely on outside of school versus what they use and have access to during school and leads to us to question if social media can be used as a tool for learning. The anytime, anywhere access to people, information, creation and collaboration is commonplace for these students. The challenge for principals is to lead programs that effectively educate today's youth in ways that engage them and cause significant learning. A critical review of the previous research demonstrated that technology leadership focusing on social media use for learning has gained attention in the literature mostly at the college level; the K-12 administrator level has not been widely studied. A mixed method study of K-12 administrators from across the United States was conducted to include survey and interview research. Principals and assistant principals were identified and asked to complete a survey to determine their perceptions of using social media as a tool for learning. Six follow-up interviews were conducted to examine their perceptions more deeply. This study revealed that principals and assistant principals perceived social media as a viable tool for learning; however, they indicated a need for clear social media use policies/parameters and professional learning in how to effectively engage with social media for learning. This study yielded valuable information regarding administrators' perceptions of using social media as a tool for learning that can be used in future research, policy development and professional development. / Ph. D.

The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context. / PHD / The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through using technology to teach EFL skills in their classroom. Using a developmental study, consisted of three phases (analysis, design and development, and evaluation and revision), guidelines instruction was developed to guide EFL teachers in using technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to use in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.

As digital technology becomes increasingly integrated into educational systems worldwide, it is crucial to examine its impact on teaching methods and assessment practices. This study focuses on the views of English teachers in Swedish compulsory schools regarding the digitalization of national tests, providing valuable insights into their attitudes, preferences, and concerns. Surveys conducted with 66 teachers revealed a diverse range of perspectives on digitalization. While many educators expressed reservations about the ongoing efforts to digitize schools, particularly in relation to their alignment with educational goals in English language instruction, there was also a more positive outlook towards the digitalization of national tests. Teachers acknowledged potential benefits, such as the use of artificial intelligence for grading to reduce their workload, but also had concerns about how digitalization may affect student learning outcomes. Some teachers worried that students may comprehend texts more effectively in traditional paper-based formats than in digital mediums and expressed concerns about potential distractions during digital assessments. Preferences for the use of digital tools varied among teachers, with some advocating for minimal reliance on such tools to mitigate distractions and challenges related to time management. This research highlights the complex relationship between digitalization and teaching practices in Swedish schools, emphasizing the need for further research and targeted professional development. By addressing teachers' concerns and utilizing the insights gained from this study, educational stakeholders can effectively integrate digital tools to enhance teaching and learning outcomes in Swedish English classrooms.

System dynamics has been used to better understand the dynamics within complex natural and social systems. This understanding enables us to make decisions and define strategies that help to resolve the problematic behaviors associated within these systems. For example within an operating environment such as the US Navy, decisions taken today can have long lasting impact on system performance. The Navy has experienced large cost overruns during the new technology implementation process on ship systems that can also have an impact on total life cycle performance. The integration phase of the implementation process represents most of the cost overruns experienced in the overall new technology life cycle (development, integration, and operation/support/disposal). We have observed a general concern that there is a lack of understanding for the dynamic behavior of those processes which comprise the integration phase, among ship-builders and planners. One of the goals of our research effort has been to better understand the dynamic behavior of the new technology integration processes, using a dynamic modeling technique known as System Dynamics. Our approach has also been to provide a comprehensive knowledge elicitation process in which members from the shipbuilding industry, the US Navy, and the Virginia Tech System Performance Laboratory take part in group model building exercises. The system dynamics model that is developed in this manner is based on data obtained from the experts. An investigation of these dynamics yields a dominant cost behavior that characterizes the technology integration processes. This behavior is S-shaped growth. The following two dynamic hypotheses relative to lifecycle cost and performance of the inserted new technology were confirmed: (1) For the current structure of the model we observe the more the complexity of the new technology, the less affordable a technology becomes; (2) Integration of immature (less developed) technologies is associated with higher costs. Another interesting insight is that cost is very sensitive to the material procurement. Future research can be addressed to a more detailed level of abstraction for various activities included in the technology integration phase, such as testing and evaluation, cost of rework and risks associated with inadequate testing etc. This will add to our evolving understanding of the behavior of individual activities in the technology integration process. / Master of Science

<p dir="ltr">The overarching goal of this dissertation is to explore effective learning strategies for improving online learners’ academic performance in the context of educational technology. Specifically, this dissertation consists of an introduction (Chapter 1), a meta-analysis (Chapter 2), two empirical studies (Chapters 3 & 4), and a summary (Chapter 5). The meta-analysis was conducted to address the relationship between online self-regulated learning (SRL) strategies and academic performance in higher education. The results of the meta-analysis revealed a significant summary effect of online SRL strategies on academic performance (<i>k</i> = 28, <i>r</i> = .21). Seven out of the 28 studies focus on the major of education. These results suggested the critical role of online SRL in higher education and directed my online SRL research to education. In the first empirical study, I explored the impact of online SRL strategies on preservice teachers’ (PSTs) learning experiences in educational technology using structural equation modeling. The results of the second study revealed that PSTs’ online SRL strategies significantly mediate the relationship between PSTs’ technology integration self-efficacy and their actual technology competencies. Given the significant role of online SRL in PSTs’ technology use, in the second empirical study, I investigated individual differences (i.e., gender, technology self-efficacy, prior online learning experiences, and teacher education programs) in PSTs’ use of online SRL strategies with multilevel modeling technique. Results highlighted significant variations in online SRL among preservice teachers based on individual characteristics.</p>

This study analyzed the effect of technology integration education on teachers' and students' attitudes toward information technology. Two instruments measuring similar attributes were used to assess teachers' and students' attitudes. Differences in pre- and post-test scores were used to determine changes that occurred during the course of the study.

The study examined current and future trends in computer use in elementary school settings. A survey instrument was developed and validated for distribution to a random sample of 200 technology coordinators in the public school districts in the state of Texas from whom 95 responses were received. The survey instrument was used to obtain information about five areas of computer use in elementary schools. These areas are: physical configurations, instructional uses, implementation issues, training and staff development, and Internet use. The study found that all public school districts that participated in the study have acquired computer hardware in their elementary schools. In addition, some other advanced computer technology components are starting to be found in elementary schools, such as teacher workstations, CD-ROM, interactive video, computer multimedia, LCD panels, and laser printers. Respondents reported that elementary school teachers in their districts have incorporated computers into their classrooms as an instructional tool and many changes have occurred in teachers’ teaching styles due to computers. However, there are some problems that hinder the effective use of computers. The major problem is lack of training. A high percentage of respondents, 81.3%, indicated that the majority of their elementary school teachers had completed less than 30 hours of technology related professional development. Another problem was lack of funding which prevents most school districts from acquiring computer hardware and software. Currently, elementary schools in 87% of districts that participated in the study are connected to the Internet and the plan is that by the year 2001 all elementary schools will be connected.