Thesis (D. Min.)--Covenant Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 126-131).

Thesis (Ph. D.)--York University, Toronto, 2000. / Includes bibliographical references (leaves 399-439).

Thesis (Ph. D.)--American University, 1984. / Includes bibliographical references (leaves 403-418).

Thesis (Ph. D.)--Tufts University, 1998. / Submitted to the Dept. of Economics. Includes bibliographical references.

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 1993. / Vita. Includes bibliographical references (leaves 292-310).

Thesis (D. Min.)--Covenant Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 126-131).

Thesis (M.S.)--Rochester Institute of Technology, 2006. / Typescript. Includes bibliographical references (leaves 122-124).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Paul Baker (chair), Patricia H. Klass, Albert T. Azinger, Gary S. O'Malley. Includes bibliographical references (leaves 155-160) and abstract. Also available in print.

Digital technology has not become commonplace in teaching and learning despite the considerable growth, availability and use in society. Moreover, when digital technology is used in education, the digital technology itself seems to take precedence over pedagogy. In physical education (PE), research shows that there is little knowledge as to how and why teachers in the UK use digital technology in their teaching. Subsequently, the purpose of this thesis is to explore PE teachers understanding and experiences regarding how and why they use digital technology in their practice. Guided by an appreciative inquiry (AI) philosophy, this thesis employs a case study methodology in order to explore how and why PE teachers use digital technology. This study pays particular attention to the teachers perspective and the previously under-considered factors that enable, develop and influence their use of DigiTech, rather than the often-reported barriers and constraints. Data were gathered over a 12-month period, involving four teachers from schools across England. Methods of data gathering include AI interviews, interviews with headteachers, senior leadership team members, PE staff, heads of department and IT Managers, and lesson observations, document analysis and field notes. The collected data were analysed using a constructivist approach to grounded theory and the findings collated into four chapters; each of which explores the views, experiences and uses of digital technology by one of the four teachers. These chapters are structured by the three themes constructed from the data analysis. The first theme, developing an embedded culture , explores the teachers perceptions of developing an individual, department and whole school approach towards how digital technology is used. This theme explores the factors promoting the teachers use of DigiTech and the role of the school in shaping their digital technology use. The second theme, keeping tasks simple , details the simple techniques and practices the teachers used to aid their teaching with digital technology. The third theme, establishing routines , describes the ways in which the teachers sought to develop and sustain their use of digital technology, to ensure regularity of use and confidence with digital technology. Drawing on the work of Casey et al. (2017a), this thesis concludes by suggesting that the three-dimensional categorisation of pedagogy (in the form of teachers and teaching, learners and learning and knowledge in context - Armour, 2011) should be used as a lens for further discussion about digital technology use in PE. By using pedagogy as the starting point, we can begin to unpick and formulate future ways in which digital technology can support teachers delivery of PE.

E-learning has emerged as a necessity to meet the challenges posed by the development of information technology and its potential for greater access to knowledge. The general hypothesis of this research is that; e-learning as an organizational activity started in the developed countries, and as such, the implementation models developed there are taken as a benchmark. The implementation barriers and the influential factors for adopting e-learning in different regions and societies may or may not be the same as those found in the developed countries (with varying degrees of intensity or importance). Hence, those available implementation models may not necessary be followed in all stages and steps when used by different countries and societies. Accordingly, the implementation barriers and the influential factor may differ from one case to another. Since e-learning is respectively new in Kuwait and no comprehensive studies about the adoption of e-learning or the important factors that would influence the adoption of e-learning in Kuwait (ref), the aim of this research is to investigate and find the main and important factors that would influence the acceptance and adoption of elearning in Kuwait as an example of a developing country. In order to realize the aim of this research, the e-learning literature was reviewed, and an exploratory study was conducted in Kuwait. The exploratory study explored the state of e-learning in Kuwait and investigated the influential issues to e-learning adoption. Then, a conceptual model was proposed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, and amended it with the outcomes of the exploratory study to suit the context of the study. The proposed conceptual model was developed to study e-learning adoption in Kuwait and to offer a further explanation of the adoption of e-learning in the Kuwaiti context. Triangulation in data collection was used to examine and validate the conceptual model, where quantitative and qualitative methods were used. A questionnaire-based survey was firstly conducted, followed by an interview-based field study. This thesis concludes by highlighting the main findings of the research, and presenting the main contributions of this research.