Thesis (M.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 53-55). Also available on the World Wide Web.

Doctor of Philosophy / Department Not Listed / Kenneth F. Hughey / As higher education continues to integrate technology, the counselor education field has evolved and recognized the importance of graduate students’ attitudes towards technology acceptance of a wide array of technology in their training programs (Burt, Gonzalez, Swank, Ascher, & Cunningham, 2011; Kennedy, 2011; Orr, 2011; Sabella, Poynton, & Isaacs, 2010; Tyler & Sabella, 2004). This study examined the attitudes of counselor education graduate students in CACREP-accredited program towards technology acceptance using the Technology Acceptance Model (TAM) as the theoretical framework for the study. In particular, the purpose of this study was to better understand counselor education graduate students’ attitudes towards technology acceptance as it relates to perceived ease of use, perceived usefulness, technology self-efficacy, and technology anxiety. Participants in the study were 107 graduate students who were enrolled in Fall 2018 at 10 Midwest CACREP-accredited counselor education programs. Data were gathered by an online survey consisting of a demographic questionnaire and four instruments (Technology Acceptance Model Scales, Media and Technology Usage and Attitudes Scale, Technology Self-efficacy Scale, and Technology Anxiety Scale). The results of the hierarchical regression analysis for each of the research questions revealed several significant findings regarding graduate students’ attitudes towards use of technology. For the first research question, perceived ease of use was predicted by technology self-efficacy and technology anxiety. The results indicated perceived ease of use was influenced positively by technology self-efficacy and negatively by technology anxiety. For the second research question, perceived usefulness was predicted by technology self-efficacy and technology anxiety. The results indicated perceived usefulness was influenced positively by technology self-efficacy and negatively by technology anxiety. For the third research question, counselor education graduate students’ attitudes towards the use of technology was predicted by perceived usefulness. In addition, this study found a strong positive relationship between perceived ease of use and perceived usefulness likely due to multicollinearity. Technology plays an increasing role in counselor education programs. Findings from this study provide important information for counselor education programs to consider regarding graduate students’ attitudes towards the use of technology.

With the development of the broadband and the digital technology, different medium could integrate and converge together and the boundaries become dimmer and dimmer. For example, Chunghwa Telecom¡¦s (CHT) Multimedia On Demand service crossed the boundary and entered the digital visual industry in March, 2004. CHT¡¦s MOD is based on the television and through ADSL to offer the digital interactive TV service, making broadband from the study to the living room. Above the service platform, it could not only transmit the visual message, but also the voice and data messages. This kind of business model will be the operational target of the broadband suppliers in the future. However, there are some problems on the promotional pace of CHT¡¦s MOD mow. Based on the results of the earlier researches, the reason why the interactive visual service could not promote successfully is the government and companies put too much emphases on the technical infrastructure, but they all neglect the market situation and the customers¡¦ usages. But, in order to popularize one kind of new media technology, understanding the conditions of the target audiences accurately is the most important mission. Therefore, this research will take CHT¡¦s MOD as an example to understand the key factors which will influence the target audiences to accept the new media technology. And we will see the viewpoints of users. This research will take the Technology Acceptance Model as the main framework and combine the innovation characteristics, such as the compatibility, Trialability and observability. Moreover, we also take subject norm, network externality and new media technology self ¡Vefficacy into account. Through our survey and analysis, we could also prove the originate TAM again and our extended model is more explicative than the originated one. As TAM says, perceived usefulness and perceived ease of use will influence the behavioral intention to use directly. And perceived usefulness is the most powerful variable in the model. Other variables will influence the perceived usefulness or perceived ease of use. For instance, subjective norm and network externality have the positive and remarkable effect on perceived usefulness. And new media technology self ¡Vefficacy has the direct effects on the perceived ease of use. On the other hand, among the innovation characteristics, the compatibility and observability have the direct effects on the perceived usefulness and perceived ease of use, but trialability doesn¡¦t. That says, the more compatibility and observability are, the stronger perceived usefulness and perceived ease of use are. From the outcome of this research, we could understand the key factors of affecting the behavioral intention to accept CHT¡¦s MOD. And it could be the reference for the operators. Furthermore, all variables included in this research will affect the behavioral intention intensely. When we talk about such kind of information system with entertainments, the motivational variables could be considered.

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This study examines the effect of a technology-based instructional tool `Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. / CITE/Mathematics and Science Education

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Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-class observations of IWB science lessons, and three lesson debriefs. Descriptive and thematic analysis show the participant’s TSE was positively influenced by the PD. Five factors were determined to influence TSE: the participant’s level of interest, attitude, experience with technology, student assistance, and familiarity with the setting. Teacher, contextual and IWB- level needs were explained. Pedagogical strategies for technology use based on interactive IWB features are also discussed. Findings could contribute to current trends in teacher PD, continuing education, and preservice teaching programs related to science teaching. / Plusieurs enseignants ne sont pas bien préparés pour utiliser la technologie en classe. En particulier, le tableau blanc interactif (TBI) n’est pas utilisé de façon optimale par les enseignants lorsqu’ils enseignent les sciences et la technologie à l’élémentaire. Cette thèse présente l’étude de cas unique d’une enseignante de l’élémentaire ayant cheminé dans un processus de développement professionnel (DP) pour l’aider à intégrer le TBI en sciences et technologie. Douze sessions de DP, un questionnaire sur l’efficacité avec le TBI (CTIS adapté), deux entrevues, trois sessions d’observation en classe et trois discussions sur les leçons constituent les sources de données. La participante est devenue plus confiante pour utiliser le TBI suite au DP. Elle a rehaussé son sentiment d’autoefficacité et accru son intérêt et sa connaissance du TBI. Elle a acquis des compétences techniques et une connaissance des contenus d’enseignement adaptés au TBI, bien que plusieurs besoins perdurent. Certaines stratégies pédagogiques avec le TBI expérimentées en classe par l’enseignante sont discutées. Cette thèse peut contribuer à fournir des pistes pour aider les enseignants au primaire à mieux intégrer le TBI en sciences et technologie, que ce soit lors de leur formation initiale à l’enseignement ou en cours d’emploi.