Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology, 2005. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0156. Adviser: Charles M. Reigeluth. "Title from dissertation home page (viewed Jan. 5, 2007)."

Thesis (Ed. D.)--Dowling College, 2005. / Includes bibliographical references (p. 106-114).

Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 198-209).

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006. / "Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Thomas Brush.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006. / "Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2128. Adviser: Thomas A. Brush.

<p> The purpose of this grounded theory study is to identify teacher factors that affect student performance on computerized exams such as teacher beliefs, professional development, and school resources. Additionally, the researcher seeks to identify student factors that can have an impact on student performance such as student demographics and the socioeconomic status of students. </p><p> To analyze and describe any differences in teacher beliefs between two schools, the researcher compared teacher training, administrative support, and teacher comfort with technology as it related to the technology acceptance model (TAM). The question that the researcher hopes to answer, which is a guiding question for this research is: </p><p> What factors influence student preparedness for computerized assessments? </p><p> The researcher attempts to answer this question by conducting surveys and interviewing teachers. The researcher codes and then analyzes the quantitative data using IBM&rsquo;s Statistical Package for Research Software Program (SPSS) and codes the qualitative data using NVivo, a data analysis tool, to determine common themes about beliefs about technology. Major sections covered in this document include an introduction, review of the literature, methodology, results, and discussion. </p><p>

Submitted in fulfillment of the requirements for the degree of MAGISTER EDUCATIONIS (MATHS, SCIENCE AND TECHNOLOGY EDUCATION) TECHNOLOGY EDUCATION at the UNIVERSITY OF ZULULAND, 2010. / The study investigated the attitudes of in-service, teacher education students at a South African University. The study is set in a rural context with participants drawn from the University of Zululand, situated on the north coast of KwaZulu¬Natal province. Data was collected from 88 teachers, enrolled for a National Professional Diploma in Education (NPDE) in technology education at the University. The study aimed at generating information from respondents in an open, qualitative research framework. The study utilized a confirmatory survey approach and the data collection instrument used for the study was adapted from the "Pupils' Attitude Towards Technology" (PATT) instrument used successfully in other countries e.g. Netherlands, United States of America and Thailand. The results of the study indicated that, teachers showed a strong conceptual understanding of technology, and they assigned a great level of importance to knowing how technologies work. Similarly, the study's findings showed that teachers are aware of the positive and negative impact of technology, and that they showed a keen interest in wanting to know more about different technologies. In contrast with their interest, teachers showed a moderate to low level of knowledge and understanding concerning technologies used in their everyday lives. Teachers also felt that they have some influence when it comes to making decisions about technology, but they have very low confidence in leaders of their communities to make decisions about technology. Teachers were also unanimous in their view that technology must play an important role in the school curriculum, and they placed very high expectations on what they believed a high school learner should know about technology.

Submitted in fulfillment for the requirements of the Degree of Master of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1997. / Due to a rather weak performance of the economy and rising unemployment in South Africa a serious need of upgrading the South African education system was deemed necessary. The introduction of technology education into the genera! school curriculum was considered to be a possible means of improving the content and developing skills required by industry. As technology education is project driven, this study set about the investigation of identifiable criteria which may be applied by teachers to the selection of suitable projects in technology education courses. These criteria were considered to be essential to ensure equality between urban, rural and culturally diversified learners with special emphasis on previously disadvantaged pupils in a post-apartheid educational system. This study is concluded with a check-list (table 34) consisting of five main criteria and twenty sub-criteria for teachers to apply when making choices of technology projects based upon sound didactic principles. Chapter one orientates the reader into the background of the study, the problems and hypotheses. Chapter two provides a detailed empirical overview of five main criteria: SOCIO-ECONOMIC BACKGROUND, DEVELOPMENTAL LEVEL, PROBLEM SOLVING, MOTIVATION and MEANINGFUL TRANSFER OF KNOWLEDGE These criteria were derived from a literary study of didactic sources which provided a sound basis for their foundation. Chapter 3 investigates the possibility of using the principles of general and strategic management planning to facilitate a technology education programme and project theme. There is also an overview of the methodology required for the lorry project tested in this study and the conditions at the pilot schools. Chapter 4 provides the quantrtative results gathered via a questionnaire to 380 pupils (205 pupils from "disadvantaged" urban schools and 175 pupils from "disadvantaged" rural schools) at the eight pilot schools described by this study. There is also an overview of the findings related to these results presented in tabular form. Chapter 5 analyses the findings presented in chapter 4 and forms the qualitative results of the study. The reader is directed specifically to the detailed criteria (classified as sub-criteria which support the five main criteria) required by technology education teachers when projects are to be selected. Chapter 6 concludes the study with logical conclusions, guidelines and recommendations to teachers, education planners, curriculum developers and administrators who are the agents to promote educational change in Kwazulu Natal. A check-list with a simple yes/no response (table 34) is presented for the convenience and application by teachers when selecting technology education projects.

The growing impact of biotechnology globally and nationally over the past few decades has prompted the need for elevating general biotechnological literacy levels in all populations. This need is currently being addressed through the field of technology education (TE). Although included in the Standards for Technological Literacy (ITEA, 2000), the actual delivery of biotechnology instruction in TE classrooms has not realized broad implementation. Previous studies have recognized this issue and called for systematic research to identify key factors affecting the implementation of biotechnology instruction in secondary school level TE classrooms. The purpose of this study is to identify the key factors affecting the implementation of biotechnology instruction in secondary level TE classrooms and establish predictive values for the identified factors. This study, which employs a research design grounded in both Rogers’ Diffusion Theory (2003) and Eccles Expectancy-Value Theory (2005), was conducted to address this implementation issue. This study involved the administration of a composite on-line instrument to collect demographic, attitudinal, motivational, and open-ended data related to the phenomena under investigation. Data collected from the on-line composite survey were analyzed through statistical (descriptive, independent t-tests, correlations, hierarchical multiple regressions) and thematic analysis. A total of 395 secondary school TE teachers across the five selected states (Virginia, New York, Connecticut, New Jersey, and Pennsylvania) participated in this study. Analyses of the data led to the following conclusions. Insufficient implementation and preparation toward teaching biotechnology presented in this study are consistent with the low level of implementation of biotechnology instruction in TE classrooms revealed through prior studies. In addition, TE teachers’ motivation (expectancy, value, and cost), their preparation (pre-service courses and/or in-service PD), and infrastructure are all significant predictors for the implementation of biotechnology instruction. Thus, it is necessary for the TE teachers to have a variety of opportunities and support for developing their self-belief toward teaching biotechnology and experiencing the usefulness and importance of teaching biotechnology. The findings and conclusions drawn from the data analysis provide implications to the TE teachers and pre-service teacher preparation institutes. / Ph. D.