<p> Onboarding ensures learning success through sharing and acquiring knowledge to remain competitive. However, little is known about new Information Technology (IT) hires' learning needs in the absence of onboarding; therefore, the purpose of this case study was to examine, increase, and retain their technical knowledge at the Unified Communications Company (UCC). Following the theoretical model of knowledge management, which holds that knowledge is the key to confirm learning and knowledge sharing, the research questions were used to examine how the company assessed and increased their technical knowledge and how they taught their culture in the absence of onboarding. A qualitative instrumental case study design was employed with a purposeful sample of 4 former employees who were former new IT hires at the UCC. These employees contributed to the study using journals, surveys, and interviews drawn from their experiences as new IT hires at the UCC. Reoccurring themes regarding formal learning were extracted from the data, validated through peer and member checking, and then triangulated with each round of data collection and the themes described in the literature. The themes of culture, onboarding, training, and experience/feedback consistently emerged as areas needing improvement and indicated a need for formalized training. Based on these findings, a job aid was created to provide enhanced performance and learning to offer knowledge throughout training. Companies employing new IT hires can use the results from this study to provide onboarding in addition to their current orientation. The use of these data would positively affect social change by enhancing company competitiveness and job retention while reducing overall unemployment and the skills gap. </p>

M. Tech. (Information and communication technology, Faculty of Applied and computer sciences), Vaal University of Technology / Historically, access to information technology (IT) in South Africa educational institutions has been socially stratified. As a result, many new learners seeking to enter South African tertiary institutions fail to meet the requirements of their preferred course and institution. In 2003, the Department of Information and Corrununications Technology at the Vaal University of Technology (VUT), in conjunction with the National Institute for Information Technology (NIIT), an internationally recognised IT organisation, introduced a short course named the Information Technology Boot Camp (ITBC). This course is now known as the Introduction to Information Technology course (Intro-to-IT). The course is targeted at learners who want to study the IT diploma at the VUT but, who as a result of their Matriculation marks, do not meet the VUT's entrance requirements. The aim of the course is to prepare and qualify these learners for possible acceptance into the IT diploma at the VUT. Although the Intro-to-IT course has impacted positively on the VUT, research has found that learners progressing from the Intro-to-IT course into the IT diploma course experience difficulties in solving programming problems in a logical way. Therefore, the failure rate in Development Software I, a first-semester programming subject, is relatively high. The model described in this study encompasses alterations (implemented and still to be implemented) to the syllabus and content of the Intro-to-IT course, changes to the learning methods and time frames for subjects, and the measurement of these changes in comparison to previous results. The model also includes a software program, which will assess the Intro-to-IT applicants, store results and provide analytical data on all learners' marks and results for the Intro-to-IT short course at the VUT. This model is designed to provide the necessary skills, knowledge and basic logic required to allow successful Intro-to-IT learners the opportunity of success when they enter the VUT's IT diploma stream.

This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.

As education systems, in particular Technology Education, adapt to new expectations for secondary students entering an uncertain workforce, the time is appropriate to investigate the need for school facilities to meet these present demands and those that continue to change curricula. This study has been conducted in order to determine the facility requirements for the delivery of the evolving technology/manual arts curriculum in Queensland. A set of validated design criteria for evaluating technology education and vocational education settings was developed and trialed to assist the designer of such facilities to meet the needs of this area on schools designed in different eras from the 1 960s to the present. A review of the published literature would indicate that little has been written on this aspect of facilities design. While related studies have been conducted in North America, they were not confined to the designing of the facilities and only had specific relevance in that country. An expert group consisting of prominent Queensland educators provided the impetus for developing the criteria which had been generated through a systematic search of the literature. The methodology utilised to involve the expert group was the Nominal Group Technique. After the criteria had been developed, they were validated by questionnaire through a 30% random sample of practicing heads of department across Queensland in both state and independent systems. A trial evaluation using current facilities was subsequently conducted to determine the effectiveness of the criteria in terms of teacher acceptability as well as establishing a pattern of needs for modification. Practitioners who use the facility for teaching technology education and/or vocational education could use the set of criteria to evaluate their facility in a similar manner to that of evaluating their students. Such evaluations could then become the basis for ffiture school planning and budgetary allocations as well as asset management of existing facilities. The study proved to be valuable as the validated criteria have the potential of being used as a tool by teachers to evaluate their facilities. At the systems level of operation, the criteria will provide assistance for designers, architects and teachers to prepare informal educational briefs. Such briefs would provide a consistent approach to the some times difficult task of clearly defining the function of a facility. The modem facility must meet the needs of current curriculum and be sufficiently flexible and adaptable to provide the educational requirements well into the twenty-first century. These developed criteria will greatly assist in this process.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0152. Adviser: Thomas M. Duffy. "Title from dissertation home page (viewed Jan. 8, 2007)."

Thesis (Ph. D.)--Open University. BLDSC no. DX179630.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 148 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Paul E. Post, College of Education. Includes bibliographical references (p. 122-126).

In today’s educational world various debates and processes of alternation concerning the issues of Technological Training take place not only in Lithuania but throughout the world. The most essential problem, which demands to make certain decisions immediately, is related to the development of the said subject and increasing of its desirability within school communities. Most of the countries are searching of optimum name for that subject, which would correspond to its suggested purport and still remain within the scope of its main goals. Those goals were created in many years and they reflect their serving to the interests of the state and society, helping to preserve the identity, culture, traditions, and manners of the country that form the creative and professional capabilities of a person. On the one hand, the reasons that determine one or another paradigm of technological training fail to give grounds of the scope and objective of the technological training, therefore the more thorough studies are necessary. The newly created conception does not make references to technological training in Latvia, Sweden, Austria, Poland, and Malta. Due to that reason it is important to investigate the experience of those countries and at the same time to realise the conception of technological training, social-economic conditions, which make a great influence of technological training, and compare the findings with the programme and content of technological training existing in... [to full text]

<p> Native American women's leadership, information communication technologies (ICTs), work-life balance (WLB) and human capacity building (HCB) are grounded in social justice issues due to their long history of overall cultural decimation, inequitable access to technology, monetary resources, and social power (agency), and influence. Currently, there is a lack of research regarding Native American women leaders' use of ICTs for WLB and HCB. Thus, the purpose of this qualitative, phenomenological study is to explore ways in which ICTs can enrich Native American women's leadership aptitude, work-life balance, and overall capabilities. Grounded in Giele's (2008) life course research and President Obama's (U.S. White House, 2011) recently signed, "The Executive Order (13592) on Improving American Indian and Alaska Native Educational Opportunities and Strengthening Tribal Colleges and Universities". This order reasserts his <i>cradle to career</i> (Galbraith, 2012) commitment to all Native Americans and Alaskan Indians, this study seeks to answer the following research questions: How are Native American women leaders utilizing ICTs for WLB and capacity building. To answer these questions, narrative life-story framework (Giele 2008; Weber, 2010) based interviews were be conducted and coded for the following themes: Identity, adaptive style, and ICT use. The researcher's intent is to help bridge the existing literature gap and potentially inform culturally ICT use for Native American and global Indigenous women's WLB and capacity-building to empower their efforts for preserving and revitalizing their culture. </p><p> <i>Keywords</i>: Native American, global, Indigenous, women, leaders, information communication technology, education technologies, learning technologies, ICTs, work-life balance, WLB, capacity building, cultural preservation and revitalization</p>

Technologinis ugdymas yra vieną iš galimybių mažinti moksleivių delinkventinio elgesio riziką. Šiuolaikinis technologinis ugdymas turi būti suvokiamas kaip procesas, kuriame integruojama kūryba, kūrybinės idėjos bei jų praktinis įgyvendinimas, formuojami įgūdžiai, gebėjimai, vertybės, supratimas, užkertamas kelias žalingiems įpročiams. Toks požiūris padeda ugdyti nevykdytoją, o smalsią, mąstančią, kūrybingą, iniciatyvią ir atsakingą asmenybę. Modernus, naujas ugdymo turinys tiesiogiai siejasi su naujausiomis technologijomis, o šios vis labiau lemia ugdymo metodus ir priemones. Nuo mokinio suinteresuotumo mokomuoju dalyku, mokymo metodu priklauso jo elgesys, vertybinių nuostatų susiformavimas bei jo kaip asmenybės raiška visuomenėje. Technologijų dalyko mokytojui tenka svarbus vaidmuo moksleivį paruošti gyvenimui, padėti suvokti savo galimybes ir pasirinkt profesiją. Šią mokomąją discipliną apima ne tik įvairių technologijų pažinimą jo taikymą, bet ir asmens psichinių pažinimo ir vertybinių savybių ugdymo, kaip gyvenimo įgūdžių ugdymą, stengiamasi tobulint socialinio bendravimo įgūdžius ugdant atsakomybę ,atjautą,pasitikėjimą savimi ir atsparumą rizikos veiksnių poveikiui. / Technological education is one of the ways to reduce the risk of delinquent students. Modern technology education must be seen as a process, which integrates art, creative ideas and their practical implementation, the skills, abilities, values, understanding, preventing harmful behavior. Such an approach helps to develop nevykdytoją and curious-looking, creative, proactive and responsible individual. Modern, a new curriculum directly related to the latest technology, but this is increasingly based on educational methods and tools. From the educational dimension of student interest in the subject, teaching method depends on the behavior of the formation of values and personality of its expression in society. Technology specialist teachers play an important role to prepare the student for life, to help realize their potential and chosen profession. This training includes not only the discipline of the various technologies applied his knowledge, but knowledge of mental and personal qualities and values education as a life-skills education, efforts to develop social interaction skills, developing responsibility, compassion, confidence and resilience to risk factors.