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Adaptation and validation of a technology attitude scale for use by American teachers at the middle school levelJeffrey, Thomas J. 03 February 2004 (has links)
The purpose of this study was to adapt and validate the Technology Attitude Scale (TAS) for use by American teachers at the middle school level. The study provided an instrument for American middle school teachers to determine students' attitudes toward technology and concepts of technology.
The Technology Attitude Scale (TAS) , an adaptation of a Dutch instrument consisting of three sections, was used to collect descriptive information. The first section of the instrument obtained demographic information about the respondents including: (1) age (2) grade level (3) gender (4) school location (rural, urban) (5) respondents involvement with technology education.
The second section obtained information about students' attitudes toward technology. There were 26 items divided over 6 subscales, (interest, role pattern, consequences, difficulty, curriculum, and career). Students responded by using a five choice Likert-type scale with 3 to 5 items per subscale.
The third section obtained information about the students' concept of technology, measuring cognitive or knowledge aspects based on 5 generally accepted characteristics of the concept technology. There were 28 items divided over 4 subscales, (technology and society, technology and science, technology and skills, and technology and pillars).
Content validity was determined through a Panel of Experts consisting of five individuals with expertise in middle school education.
The study population included five middle schools in Virginia. It consisted of a Pilot Study (N = 48) and a Large Group Administration (N =185). Statistical analysis included reliability measures using Cronbach's homogeneity coefficient alpha (Attitude Scales) and KuderRichardson 20 (Concept Scales) with attention to demographic information. Both the Attitude Scales (overall correlation .81) and the Concept Scales (overall correlation .83) met the minimum criterion (.60).
The Technology Attitude Scale (TAS) has been adapted and validated for use by American teachers at the middle school level. / Ph. D.
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Teacher technology competencies: Florida secondary principals' assessment skills and competencies requisite for successful practiceCullum, John T. 01 January 2000 (has links)
The purpose of this study was to determine the technology skills that principals perceived as essential for newly hired teachers. The study used a mailed survey to explore three technology constructs in order to determine which skills principals deemed important, how they evaluated those skills after teachers were hired, and which technology skills principals felt colleges of education should be teaching prospective teachers. The technology constructs examined were basic computer and technology operations and concepts, the personal and professional use of technology, and the application of technology in instruction. The study also examined whether principals who perceived themselves as technologically advanced also preferred to hire teachers at a similar level of expertise and whether principals who took the Florida Educational Leadership Examination, which included a technology domain, preferred teachers who were talented in the uses of technology. The findings of the study revealed that most principals, regardless of their own level of expertise or whether or not they took the FELE, are very aware of the instructional benefits of technology and that they perceive the basic, professional, and instructional uses of technology to be essential skills for teachers to possess.
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Integrating digital images into computer-based instruction: adapting an instructional design model to reflect new media development guidelines and strategiesPurcell, Steven L. 06 June 2008 (has links)
By and large, contemporary design models do little more than acknowledge the art and science of media development, and instead, place inordinate emphasis on media selection. While many texts on instructional design will discuss, in general terms, the circumstances under which media needs to be developed, their primary focus is on the selection and customization (e.g., repurposing videodiscs} of extant materials that support previously adopted goals, objectives, and instructional strategies. Although contemporary instructional design models do acknowledge computer-assisted instruction in general terms as part of the media selection and development processes, they fail to address specifically the development issues confronted when digital video is selected as an integral component of computer-based applications. Practitioners wishing to develop their own instructional materials (particularly those which incorporate digital video) are provided few specific details for creating those products in the context of a systems approach to instructional development. This study examined the essential design tasks involved in incorporating digital video into computer-based applications.
The strategy adopted for this study consisted of the following: 1) The author produced a computer-based application for The Museum of Natural History at Virginia Tech that integrated both digital motion-video sequences and still-image graphics; 2) Each of the development “steps” made by the author was preserved through a set of design notes as well as videotaped records of designer and participant comments; 3) The design notes and videotaped records were subjected to qualitative analyses borrowed from standard ethnographic research procedures; 4) Subsequent considerations for integrating digital video into computer-based applications were abstracted from the analyses and presented as practical guidelines for practitioner-developers pursuing media development.
A “traditional” model of instructional design was also modified to reflect state-of-the-art media development strategies. The model illustrates the general procedure of media development and places it in the context of a larger, systems approach to instructional design. The development steps include defining the product, conducting research, brainstorming ideas, generating design solutions, developing the prototype, testing the prototype, and developing the end-product. The model also illustrated (by way of example) the creation of the computer-based application developed for The Virginia Museum of Natural History at Virginia Tech. / Ph. D.
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A comparative study of three ICT network programs using usability testingVan der Linde, P.L. January 2013 (has links)
Thesis (M. Tech. (Information Technology)) -- Central University of technology, Free State, 2013 / This study compared the usability of three Information and Communication Technology (ICT) network programs in a learning environment. The researcher wanted to establish which program was most adequate from a usability perspective among second-year Information Technology (IT) students at the Central University of Technology (CUT), Free State. The Software Usability Measurement Inventory (SUMI) testing technique can measure software quality from a user perspective. The technique is supported by an extensive reference database to measure a software product’s quality in use and is embedded in an effective analysis and reporting tool called SUMI scorer (SUMISCO). SUMI was applied in a controlled laboratory environment where second-year IT students of the CUT, utilized SUMI as part of their networking subject, System Software 1 (SPG1), to evaluate each of the three ICT network programs. The results, strengths and weaknesses, as well as usability improvements, as identified by SUMISCO, are discussed to determine the best ICT network program from a usability perspective according to SPG1 students.
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Towards a proposed framework for an-e-learning systemRamanand, Renita 02 1900 (has links)
The introduction of e-learning made way for advancements in learning and technology
with individuals being exposed to electronic learning and teaching environments. At
first, the introduction of e-learning into the educational sphere was intended to simply
enhance traditional teaching and learning; however, technology then took the lead as a
tool to materially enhance the concept of e-learning in education. Inevitably,
technology’s impact on learning drove the delivery of electronic educational content but
it also caused widespread debate about best practice in the design of e-learning
systems. Since then, the phenomenal influx of technology enhancements that has been
created has led most learners into a digital education era that cannot now function
without it.
At first, e-learning systems were forced to adapt to change as a result of e-learning
trends and as a symbolic move from traditional learning to more innovative methods of
learning and teaching. As such, e-learning remained affected by pedagogy, technology
and curriculum changes outside of a structured, guided framework. Varying definitions
exist as a result of the diverse understanding of the contributions and role of pedagogy
and technology toward e-learning. There is a misconception and confusion of elearning
attributed to the lack of a formally accepted definition which would identify with
the need for pedagogy principles and guide researchers to apply models and
frameworks to implement and improve the provision of e-learning systems. Although
the effects of technology on learning are conclusive, the current dilemma is the lack of
effective alignment of the pedagogy principles to suitable technology – an issue which
has now become detrimental to learning.
This study explores the various interpretations of e-learning definitions that allude to the
incorporation of learning, technology and knowledge gained during e-learning
interventions. However, as the research revealed a lack of any cohesive e-learning
definition, this motivated the creation of a specific definition derived particularly for this
study. In considering the role of technology in the e-learning environment, similar
themes began to emerge that needed to be addressed holistically through e-learning.
One of these themes was a need to focus on the formulation of a structured approach
and pedagogical framework for the design and development of e-learning systems.
The findings of the research identified e-learning frameworks and models that were in
use. The outcome of an e-learning system framework drew on the research of extant
models and frameworks and investigated the critical elements, particularly that of
pedagogy in an e-learning environment. The proposed pedagogical framework for elearning
was evaluated by means of a survey of organisations that produce e-learning
systems. The findings of the survey were analysed to assess the alignment and
relevance of the dimensions and elements in the framework to the design and
development of e-learning systems.
The proposed pedagogical e-learning framework is intended to add value to the design
and development of e-learning systems with the core focus on pedagogy. In years to
come, current and existing technologies and tools may become outdated, yet learning
opportunities continue to evolve based on pedagogy, technology and curriculum
requirements. By harmonising the synergy between pedagogy and technology, a
pedagogically aligned e-learning framework can resolve the lack of pedagogy in elearning
system design and development. / Information Science / M.Sc. (Information Systems)
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Early introduction of cost-effective e-Learning ICTs in schoolsOyetade, Kayode Emmanuel January 2015 (has links)
Submitted in fulfillment of the requirements of the Master of Technology Degree in Information Technology, Durban University of Technology, Durban, South Africa, 2015. / One of the fundamental characteristics of technology is its ever-changing nature with the continuous release of new models and products almost on a daily basis. It is interesting to note that these new technologies seem to appeal more to the youth than to the old. This might explain why the content of some Information and Communication Technologies (ICTs), such as films, TV, and games, are sometimes released with well-defined age ratings, in order to provide guidance to parents and guardians on the suitability of such content for their children. What is surprising is that there are age restrictions for the content presented by ICT devices, but devices themselves do not have any defined age restriction. For example, movies which can be played on computers, have a well-defined age restriction; but computers themselves do not have any defined age restriction. This non-definition of age ratings for ICT devices is certainly a general concern, but it is also a major concern for the education domain which needs to determine the minimum age from which learners should be allowed to use ICTs at school. This problem of the non-definition of age ratings for ICT devices serves as a motivation for this study, whose aim is to determine the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school. The research objectives unfolding from this aim are: i) To select appropriate theories and models on the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; ii) To design a conceptual model of the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; iii To empirically test the above conceptual model of the factors affecting educators’perceptions on the age from which learners should be allowed to use ICTs at school; and iv) To make recommendations on the design of eLearning initiatives in schools based on the results of the current study. These four objectives were achieved as follows through the content analysis of existing literature and a survey of 70 primary and secondary school educators from the Camperdown magisterial district in the KwaZulu-Natal province of South Africa: i) Specific personality and child development theories were selected as the theoretical foundation of this study; ii) The conceptual model proposed in this study gave rise to the following hypotheses: The demographics of an educator affect the full functionality, the health, and the self-actualisation of his or her personality as well as his or her perceptions on the age from which learners should be allowed to start using ICTs at school. The full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; iii) The empirical testing of the above hypothesized model yielded the following results: the grade or class taught by an educator is the only demographic factor that affects the full functionality, the health, and the self-actualisation of his or her personality; the subject specialisation of an educator is the only demographic variable that affects his or her perceptions on the age from which learners should be allowed to start using ICTs at school; the full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; and iv) One of the recommendation of this study is that eLearning pilot projects be designed in ways that clearly consider differences between educators from various subject specialisations. This study identified the need for more research on the effect of personality on the perceptions of educators on the age from which learners should be allowed to start using ICTs, not only at school as it is the case for this study, but also at home. The main contribution of this research is to have found that educators’ personality has an effect on their perceptions on the age from which learners should be allowed to start using ICTs at school, compared to the literature reviewed by this study which seems to be silent on the relationship between the personality of educators and the determination of the age when learners should be allowed to start using ICTs at school.
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Research at Technikons : the journey from apprenticeship training to technological degreesErasmus, Anna Wouterina 03 1900 (has links)
Thesis (DPhil)--University of Stellenbosch, 2008. / ENGLISH ABSTRACT: This thesis presents the findings and conclusions of the function of research in the
technikons’ journey from apprenticeship training to technological degrees.
The analysis and interpretation of primary sources on the development of technical
higher education and research revealed that research developments at technikons
evolved in a pattern so closely resembling and reflecting an evolving technical
education mission that it is difficult if not impossible to pinpoint cause and effect.
The evolving technical education mission was characterised by diversity entrenched
in the provision of technical education, a continuing problematic process of
differentiation between vocational and technical education, the development of
formal centrally-controlled technical higher education and continuous differences
between the Education Department and the sector officials on the nature of the
technical higher qualifications and the role of research in these qualifications.
As a result of the factors characterising the development of technical higher
education, gaps were created between the technikon officials’ vision of research at
technikons, the strategies and plans to establish a research culture and the
technikons’ research performance. In addition, an evaluation of technikon research
performance in terms of the nature, scope, content and volume of research reflects a
limited understanding of the relation between the input factors and the process
factors utilised to lead to a system capable of sustaining a research culture,
especially in view of maintaining the newly-assigned University status. / AFRIKAANSE OPSOMMING: Hierdie dissertasie handel oor die bevindinge en slotsom ten opsigte van die funksie
van navorsing in die technikons se reis van vakleerlingskapopleiding tot die aanbied
van tegnologiese grade.
Die analise en interpretasie van primêre bronne wat handel oor die ontwikkeling van
hoër tegniese onderwys en navorsing het bewys dat navorsingontwikkeling by
technikons op ‘n manier ontwikkel het dat dit die evolusie van die tegniese
onderwysmissie streng navolg en reflekteer. Dit maak dit moeilik, indien nie
onmoontlik nie, om die oorsaak en gevolg vas te stel.
Die evolusie van die tegniese onderwysmissie is gekenmerk deur diversiteit wat
ingebed is in die voorsiening van tegniese onderwys, ‘n voortdurende problematiese
proses van differensiasie tussen beroeps- en tegniese onderwys, die ontwikkeling
van formele sentraalbeheerde hoër tegniese onderwys en voortdurende verskille
tussen die Department van Onderwys en die sektorbeamptes oor die aard van die
hoër tegniese kwalifikasies en die rol van navorsing in hierdie kwalifikasies.
As gevolg van die faktore wat die ontwikkeling van hoër tegniese onderwys gespeel
het, het gapings ontstaan tussen die technikonbeamptes se visie van navorsing aan
technikons, die strategieë en planne wat ontwikkel is om ‘n navorsingskultuur te
vestig en die technikons se navorsingsuitsette. Saam daarmee het ‘n evaluasie van
technikonnavorsingprestasie in terme van die aard, omvang, inhoud en volume ‘n
beperkte begrip van die verhouding tussen insetfaktore en die prosesfaktore wat
gebruik word om tot ‘n sisteem te lei wat daartoe in staat is om ‘n navorsingskultuur
te onderhou, gereflekteer, veral met die doel om die nuuttoegekende
universiteitstatus te onderhou.
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Information technology (IT) with a human face : a collaborative research project to improve higher nutrition training in Southern AfricaMarais, Debbie 12 1900 (has links)
Thesis (PhD (Interdisciplinary Health Sciences. Human Nutrition))--Stellenbosch University, 2008. / Various enabling factors are required to incorporate technology in teaching and learning,
moving towards a more learner-centred approach. Although efforts are being made to
address the situation, the effective incorporation of ICT is not yet the norm in African
higher education institutions (HEI). Data is available regarding the situation in African
HEI, but very little is known about the situation of nutrition training.
This research programme was divided into three phases. Phase I, assessment of the
current use, awareness, attitudes and practices of ICT in nutrition training followed a
descriptive, cross-sectional approach. A convenience sample of six HEI in South Africa,
Malawi, Zambia, Swaziland and Zimbabwe was included. Data were collected from
students (N = 591) and lecturing staff (N = 29) in nutrition-related courses using a
questionnaire on ICT awareness, attitude and practices. Phase II, development and
validation of a purpose-designed e-learning nutrition module followed a descriptive,
cross-sectional approach. An e-learning module on Nutrition and HIV/AIDS with eleven
sub-modules was developed, using an e-learning platform taking the specific constraints
of developing countries into account. It was validated by expert reviewers (N = 27) for
content validity and students (N = 175) for face validity. Phase III, to determine the
impact of the module on cognitive knowledge followed an experimental before-after
approach and used a set of twenty True/False questions for eight of the sub-modules (N
= 173).
Although there is widespread accessibility to computers, less so to the internet, in
nutrition-related courses at Southern African HEI, respondents still felt that more
computers should be made available. Computers are not fast enough and lack of
finances is the main barrier to home and internet access. Students rate their ICT skills
as average to good. Institutional ICT policies and support seem to be lacking, but their
attitude to ICT is positive and supportive. Respondents felt that ICT could add a new
dimension to nutrition training and are in favour of application of ICT in different modes.
Most indicate that the current use of ICT in nutrition training is inadequate. The Nutrition
in HIV/AIDS module was validated and found to be useful as an educational tool, being
user-friendly, interactive and self-paced. The majority of students reported that their ICT
skills were sufficient to complete the e-learning activity. Although generally rated as at
least as effective, or more effective than conventional lectures, clearly this mode of elearning should not replace traditional teaching. The content was found to be
comprehensive and evidence-based. The depth of the content was sufficient, the level
correct for undergraduates and the material relevant to the Southern African context.
The interactivity was deemed important, helpful and effective. Most students indicated
that they would recommend the Nutrition in HIV/AIDS module to other students, that
they enjoyed the presentation and learnt something new. There was an improvement in
knowledge scores and/or the number of questions being answered correctly in all but
one sub-module. The results confirm previous studies indicating that well-designed elearning
modules have the potential to increase the performance of students.
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The leadership roles of school heads in IT integration鍾永強, Chung, Wing-keung. January 2002 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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Influence of online discussion on classroom learning: a case study駱惠儀, Lok, Wai-yi, Begonia. January 2002 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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