The purpose of this study is to investigate the effect of both students&rsquo / and academics&rsquo / educational ideologies on their acceptance of technology, and to find out whether there are differences in the perceived ease of use of technology, perceived usefulness of technology, attitudes toward technology, and the frequency of use of technology in education in terms of their educational ideologies. A survey design was used in this study. The questionnaire used in the study was developed by making use of the related literature, and it was administered to 58 academic personnel and 320 students in Middle East Technical University in Ankara, Turkey during the fall semester of the 2003 - 2004 academic year. The data gathered was analyzed with the SPSS program, using descriptive and inferential statistics where ANOVA was conducted. The results of the study showed that academics&rsquo / educational ideologies affect their acceptance of technology / specifically they affect the perceived usefulness of educational technology. Furthermore, there is an effect of students&rsquo / educational ideologies on the frequency of their use of educational technologies. In conclusion, the results of this study can contribute to the literature on the factors of technology acceptance. Educational ideology is a factor affecting academics&rsquo / perceptions of the usefulness of technology, moreover, it is a factor affecting the students&rsquo / the frequency of use of educational technology.

The purpose of this study was to examine teacher Levels of Technology Implementation (LoTi) self-ratings and student Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 6th, 7th, and 8th grade students as reported in student records at Alamo Heights Independent School District (AHISD), San Antonio, Texas. The study determined the degree to which teacher LoTi self-ratings were a predictor of success on student TAKS exam scores for English Language Arts and Math, as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. Further, the study examined whether teacher self-reported LoTi ratings were a predictor of success on student TAKS exam scores for the variable of socioeconomic status as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. For the purpose of this study, school and student performance analysis was restricted to the Alamo Heights Junior School in the Alamo Heights Independent School District, San Antonio, Texas. The student data in the study derived from approximately 825 6th, 7th, and 8th grade students who took the math TAKS test in 2009 and approximately 946 6th, 7th, and 8th grade students who took the English Language Arts (ELA) TAKS test in 2009. The research findings for this study included: 1. In English Language Arts (ELA), a difference in achievement may be inferred between teacher LoTi levels and ELA TAKS scores. 2. In math, a difference in achievement may be inferred between teacher LoTi levels and math TAKS scores. 3. There was not a statistically significant difference between the teacher LoTi level and student mean scores on ELA TAKS for students in the low SES category. 4. There was not a statistically significant difference between the teacher LoTi level and student mean scores on math TAKS for students in the low SES category.

abstract: With the unveiling of the National Educational Technology Plan 2010, both preservice and inservice K12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the National Education Technology Standards (NETS), "a standard of excellence and best practices in learning, teaching and leading with technology in education," into their curriculum (International Society for Technology in Education, 2012). As with most teaching skills, the NETS and standards-based technology integration must be learned through exposure during the teacher preparation curriculum, either through modeling, direct instruction or assignments constructed to encourage standards-based technology integration. This study attempted to determine the extent to which preservice teachers at Arizona State University (ASU) enrolled in the Mary Lou Fulton Teachers College (MLFTC) can recognize the National Education Technology Standards (NETS) published by the International Society for Technology in Education (ISTE) and to what extent preservice teachers are exposed to technology integration in accordance with the NETS-T standards in their preparation curriculum in order to answer the questions of whether or not teacher education curriculum provides students an opportunity to learn and apply the NETS-T and if preservice teachers in core teacher preparation program courses that include objectives that integrate technology are more likely to be able to identify NETS-T standards than those in courses that do not include these elements In order to answer these questions, a mixed-method design study was utilized to gather data from an electronic survey, one-on-one interviews with students, faculty, and administrators, and document analysis of core course objectives and curriculum goals in the teacher certification program at ASU. The data was analyzed in order to determine the relationship between the preservice teachers, the NETS-T standards, and the role technology plays in the curriculum of the teacher preparation program. Results of the analysis indicate that preservice teachers have a minimum NETS-T awareness at the Literacy level, indicating that they can use technology skills when prompted and explore technology independently. / Dissertation/Thesis / Ph.D. Educational Technology 2013

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-12-19T18:02:16Z No. of bitstreams: 2 Dissertação - Francisco Arantes Aranha - 2016.pdf: 1858675 bytes, checksum: 9ca4676e8e798ca2d28434651b6aa234 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-12-26T13:09:11Z (GMT) No. of bitstreams: 2 Dissertação - Francisco Arantes Aranha - 2016.pdf: 1858675 bytes, checksum: 9ca4676e8e798ca2d28434651b6aa234 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-26T13:09:11Z (GMT). No. of bitstreams: 2 Dissertação - Francisco Arantes Aranha - 2016.pdf: 1858675 bytes, checksum: 9ca4676e8e798ca2d28434651b6aa234 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-23 / On June 9th, 1964, it was created in São Paulo the National Association for Economic and Social Development (ANPES). ANPES was a think tank which main aim was to conduct surveys and technical studies that permanently assess the economic politics of the government, but also aimed to suggest measures and guidelines through a better understanding of the reality investigated, bearing in mind, primarily, to accelerate the capitalist development in Brazil. In front of this process, there was the career diplomat Roberto de Oliveira Campos, a member of the Brazilian technocracy that intended to combine business activities with academic tasks and planning. In terms of execution, many capitalists - especially people from São Paulo - dissatisfied with the direction and paths that Brazil followed with Goulart government, decided to support the initiative. Therefore, took part in this endeavor: civil engineer Ary Frederico Torres, the military engineer Edmundo Macedo Soares and Silva, industrial and banker John Adhemar de Almeida Prado, the lawyer Lelio Toledo Piza and Almeida Filho, economist and civil engineer Lucas Lopes, agronomist Luiz Simoes Lopes and the entrepreneur (and president of the Commercial Association of São Paulo - ACSP) Paulo de Almeida Barbosa; these technocrats would then assume the vice- presidency of ANPES. Still in this proposal: the banker, industrial and agricultural engineer Theodoro Quartim Barbosa hold the technical board of this association; while the bankers Sérgio Pinho Mellão and Gaston Eduardo Bueno Vidigal, respectively, exerted positions of financial vice president and president of the institution. Meanwhile, the 1964 coup occurred. Campos, who served as first general secretary of this institution, becomes Minister of Planning and Economic Coordination of Castelo Branco’s government. Soon, other technocrats of ANPES are recruited to the military governments. In this dissertation we inquire the relationship of this institution with the establishment of the military dictatorship in Brazil, presenting and justifying, therefore, the need for this historiographical study about the existence of ANPES. / Em 09 de junho de 1964, foi criado em São Paulo a Associação Nacional de Programação Econômica e Social (ANPES). A ANPES foi um think tank cujo intuito era realizar levantamentos e estudos técnicos que avaliassem permanentemente as políticas econômicas de governo, mas que também sugerissem medidas e diretrizes através de um melhor entendimento da realidade investigada, tendo em vista, principalmente, acelerar o desenvolvimento capitalista do Brasil. Na dianteira desse processo, encontrava-se o diplomata de carreira Roberto de Oliveira Campos, um integrante da tecnocracia brasileira que tencionava conjugar atividades empresariais com tarefas acadêmicas e de planejamento. Nos termos em que estava sendo executada, vários capitalistas – sobretudo paulistas –, insatisfeitos com os rumos e caminhos que o Brasil seguia com o governo de João Goulart, decidiram apoiar a iniciativa. Assim, participaram dessa empreitada: o engenheiro civil Ary Frederico Torres, o engenheiro militar Edmundo Macedo Soares e Silva, o industrial e banqueiro João Adhemar de Almeida Prado, o advogado Lélio Toledo Piza e Almeida Filho, o economista e engenheiro civil Lucas Lopes, o engenheiro agrônomo Luiz Simões Lopes e o empresário (e então presidente da Associação Comercial de São Paulo - ACSP) Paulo de Almeida Barbosa; tecnocratas esses que assumiriam os postos de vice-presidentes da ANPES. Ainda nesta proposta: presidiu o conselho técnico-administrativo desta Associação o banqueiro, industrial e engenheiro agrônomo Theodoro Quartim Barbosa; enquanto os banqueiros Sérgio Pinho Mellão e Gastão Eduardo de Bueno Vidigal, respectivamente, exerceram os cargos de vice-presidente financeiro e presidente da instituição. Nesse ínterim, dá-se o golpe de 1964. Campos, que exerceu a função de primeiro secretário geral dessa instituição, se torna ministro do Planejamento e Coordenação Econômica do governo Castelo Branco. Em pouco tempo, outros tecnocratas da ANPES são recrutados para os governos militares. Nesta dissertação indagamos a relação dessa instituição com a instauração da Ditadura Militar no Brasil, apresentando e justificando, portanto, a necessidade deste estudo historiográfico sobre a existência da ANPES.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / In today’s classrooms, literacy instruction is undergoing tremendous transformations as new technologies demand new literacies. The purpose of this qualitative case study was to examine how integration of technology supports the emergence of new literacies, within the context of an electronic reading workshop in a fifth-grade classroom. The electronic reading workshop provided students multiple opportunities to response to e-books, both as readers and technology users. First, e-book tools allowed the participants to engage in a spontaneous response process as the plot unfolded. Second, students responded to teacher-constructed prompts in electronic literature response journals. Analysis of the journals revealed responses from three broad categories: 1) personal meaning making, 2) character and plot involvement, and 3) literary criticism. Third, students engaged in conversational response while participating in asynchronous message board discussions. The students composed and posted their own response prompts. Analysis of the message board transcripts suggested five types of student-constructed prompts: 1) experiential prompts, 2) aesthetic prompts 3) cognitive prompts, 4) interpretive prompts, and 5) clarification prompts. Virtual guide response projects provided a fourth opportunity for response to e-books. Working in groups, students created virtual guides to the literature in which they visually represented their personal interpretations of the e-books. The virtual guides were published as multi-modal PowerPoint presentations including sounds, images, animations, and hyperlinks. As students conceptualized, researched, published and presented their virtual guides to the literature, they used new literacies to fully exploit the potential of the available technologies. The electronic reading workshop provided a learning environment in which students interacted with each other as they made sense of and accessed the available information and communication technologies. In particular, socially constructed learning occurred through threaded discussions on an electronic message board and development of virtual guide response projects. Educators must be responsive to today’s learners. This study illuminated the expanded possibilities for integrating technology and literacy within the context of an electronic reading workshop. Findings of the study suggest technology integration supports the emergence of new literacies, while the new literacies support students’ utilization of available technologies.

Research on the adoption of innovation is largely limited to factors affecting immediate change with few studies focusing on enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who were able to make an enduring change in pedagogy based on the use of technology in the curriculum within their assigned classroom settings. The study utilized teachers from 33 school districts and one private school in Texas who were first-year participants in the Intel® Teach to the Future program. The research design focused on how cognitive playfulness, innovativeness, and essentialness beliefs relate to a sustained high level of information technology use in the classroom. The research questions were: 1) Are individuals who are highly playful more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less playful? 2) Are individuals who are highly innovative more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less innovative? 3) Are individuals who believe information technology use is critical and indispensable to their teaching more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who believe it is supplemental and not essential? The findings of the current study indicated that playfulness, innovativeness, and essentialness scores as defined by the scales used were significantly correlated to an individual's sustained ability to use technology at a high level. Playfulness was related to the educator's level of innovativeness, as well. Also, educators who believed the use of technology was critical and indispensable to their instruction were more likely to be able to demonstrate a sustained high level of technology integration. Further research is recommended to investigate numerous personality traits, such as playfulness, innovativeness, creativity, and risk-taking that might relate to technology adoption. Doing so may lead to modifications of professional development, assisting individuals in adapting better and faster to systemic change.

The teacher professional development component of the will, skill, tool model of technology integration was tested for predictive validity in the cross-cultural context of data from Texas, USA, and data from Mexico City, Mexico. Structural equation modeling (SEM) analysis, path analysis, and multiple regression analysis, were statistical procedures employed. The analyses yielded positive results for the model's validity and reliability. The resulting model was found to be a reliable tool to evaluate technology integration among elementary and middle school teachers in Texas and in Mexico City. For the purposes of this study, the teacher professional development component of the will, skill, tool model of technology integration is referred to as the will, skill, tool model of technology integration (WiSTTI). This was one of the seven alternative models tested for goodness of fit across a total of 7 data samples. The structural equation modeling approach proved to be a good technique to find the best fit model in a cross-cultural environment. Latent variables and a set of parameters to judge the validity and reliability of each model were set for testing and retesting in an iterative process. Eventually a "new" modified version of the WiSSTI model was found to fit the data for all samples studied from both countries. From a theoretical perspective, the variation of the WiSTTI model found to be the best fit to the data indicates that increased teacher willingness to integrate technology brings about increased skill, and increased skill leads to more advanced technology integration, if access to technology is available for instruction. Results derived from the model with respect to the evaluation of technology integration for teachers from Texas and Mexico City suggest a differential effect by country, with the Texas teachers (representing USA) currently more advanced in technology integration than their colleagues from Mexico. No large effect was found for educational level, with elementary school teachers and middle school teachers at approximately equivalent levels of technology integration in both countries.

The purpose of this study was to determine whether working in the field of deaf education, as opposed to general education, results in a higher level of technology integration. A secondary goal was to determine if deaf educators who are deaf integrate technology at a higher level than their hearing counterparts. The instrument chosen for this study was the LoTi Technology Use Profile, a tool used to explore the role of technology in the classroom. A total of 92 participates were included in the study of which 48 were regular educators and 44 were deaf educators. The participants were selected from a population pool whereby teachers were presumably pre-disposed to using technology based upon their attendance at a technology training session in the form of a conference or a class. Deaf educators as a whole did not perform as well as general educators on the LoTi scales. Given the fact that the technology-minded general educators who comprised the sample population of this study scored exceptionally high on the LoTi scales, further research is needed to ensure comparability between the two groups. The findings of the current study do suggest, though, that deaf educators who are deaf have the potential to integrate technology to a greater degree than deaf educators who are hearing. Thus, a primary recommendation is to conduct a national LoTi survey of typical, rather than technology-minded, deaf educators as a comparison to the 2004 national survey of typical general educators.

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This session will highlight how to employ Educreations, an up and coming technological tool, in order to teach writing in a more interactive and creative manner. Participants will learn the basics of the technological tool, as well as specifically how to integrate it within a writing framework.