Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005. / Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1332. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."

No description available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

No description available.

Thesis (Ed.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008. / Title from home page (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4693.

M.Ed. (Educational Management) / Please refer to full text to view abstract

D.Ed. / As a curriculum initiative Technology Education is in its infancy in South Africa. It has only recently, in 1996, been introduced as a compulsory area of learning in the school curriculum. Technology Education with its particular elements of knowledge, skills, attitudes and values is conceptually different from anything previously taught in the school curriculum. The appropriateness of methodology is of fundamental importance to the success of the subject/learning area and probably represents the most significant factor in the effectiveness of its delivery. It is clear that current approaches to learning and instruction are not geared towards the attainment of the desired outcomes in Technology Education. For example, the opportunities for knowledge construction through engagement in the cognitive processes of critical and creative thinking, decision-making problem solving and designing are overshadowed by traditional approaches to curriculum delivery. This is compounded by the fact that no instructional models, which exemplify appropriate instructional practice in Technology Education exist currently in South Africa. The aim of this study was to design and implement an instructional programme in the learning area Technology at a College of Education, and based on the findings, generate a prospective instructional model which would exemplify appropriate instructional practice and at the same time contribute towards the attainment of the desired outcomes in Technology Education. The qualitative research paradigm, using the contextual case study design was considered the most acceptable research strategy for a project of this nature. A group of 20 second year learners was observed around specific tasks comprising the programme. Data was gathered using a variety of methods, viz. direct observation, questionnaires and interviews to gauge firstly, how the learners had experienced the programme, and secondly, how the teacher educator experienced the programme. From the study it appeared that exposure to the instructional programme proved to be an empowering educational experience for both learners and teacher educator alike. In addition to widening the scope and providing opportunities both inside and outside the classroom, the programme appeared to have provided entrepreneurial opportunities for the participants of the programme. Although the instructional programme catered for knowledge construction using a variety of approaches (both behaviourist and constructivist) the most significant gain for learners seemed to have emanated from both group discussion and group work. Although it cannot be stated conclusively that cognitive development had taken place, positive interdependence, shared responsibility, social skills and enhanced learning were evident. The findings of the research provided the foundation for the design and development of an instructional model in Technology Education.

Technological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. Technology-based training, for the purpose of this study, was defined as training that is delivered via the Internet, CD-ROM, or video conferencing either at a distance or in a local setting. A variety of forms of technology-based training were found throughout educational and workforce settings. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify competencies required for these positions from the perspective of the identified organizations. This study described the technologies that the identified organizations were using to design and deliver technology-based training, the audience to which the organizations were providing training, and the competencies that the identified organizations were seeking in potential employees. Findings from this study revealed a need for individuals with specialization in creating and providing technology-based training. Data suggested seven key skills and competencies needed to work in technology-based training: 1) instructional design, 2) technology/computer skills, 3) the ability to conduct a needs assessment, 4) interpersonal skills, 5) writing skills, 6) planning and organizational skills, and 7) evaluation skills. The identified skills and competencies related to technology-based training mirror those reported in previous research. Based on analysis of the data, it was concluded that students with expertise in these skill and competency areas are more marketable in organizations that hire agriculture and life sciences students.

Thesis (MTech. degree in Business Information Systems.)--Tshwane University of Technology, 2012. / Organisations all over the world require skilled people to gain competitive advantage over their competition but, there is currently a shortage of specialised skills. This is evident in the high unemployment rate within the various countries, especially with the graduates. Therefore, governments, industries and institutions of higher learning have started to create initiatives that are meant to bridge the skills gap. However, the skills gap is still open. Therefore, the purpose of this research is to investigate the factors that are causing the skills gap to remain, especially between the institutions of higher learning who are the producers of specialised skilled people and industry who require the specialised skilled people. Hence the research question: What are the factors that needs to be considered in addressing the skills gap between industry requirements and institution of higher learning curriculum development at an IT undergraduate level?

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / As principais pescarias mundiais estÃo em declÃnio devido a enorme pressÃo exercida sobre os estoques pesqueiros, ocasionado um problema biolÃgico e socioeconÃmico de difÃcil soluÃÃo. No estado do CearÃ, Brasil, a pesca de lagosta està em colapso, enfrentando a maior crise da histÃria desta tradicional pescaria nordestina. A presente dissertaÃÃo relata a capacitaÃÃo tecnolÃgica para a pesca artesanal realizada com trinta pescadores artesanais de trÃs municÃpios do estado do CearÃ, Brasil, conhecido como projeto Barco-Escola. Ele teve como objetivo contribuir para a melhoria da qualidade de vida dos pescadores e da sustentabilidade do setor pesqueiro no estado do CearÃ, atravÃs da transferÃncia de tecnologia e capacitaÃÃo de pescadores artesanais para a pesca de peixes durante o defeso da lagosta no Nordeste. Os procedimentos metodolÃgicos foram especificados para permitir que a avaliaÃÃo de impacto do estudo fosse realizada. A apresentaÃÃo e discussÃo dos dados, referentes ao treinamento e capacitaÃÃo dos pescadores, permitiram uma visÃo dos dados obtidos. Foram detalhadas atividades realizadas em terra e pescarias experimentais. A visÃo dos pescadores sobre o projeto deu uma idÃia de como eles perceberam a nova tecnologia em que estavam sendo treinados. O projeto desenvolvido ensinou a pescar de uma forma diferente. Proporcionou novos conhecimentos: nÃo deu o peixe de graÃa. O que os pescadores adquiriram foram elementos permanentes que os ajudarÃo ao longo de sua vida profissional. Esta dissertaÃÃo mostrou ainda, que o conhecimento cientÃfico pode ser bem assimilado por pessoas leigas desde que se empreguem meios adequados para transmiti-lo. Nesse sentido, o projeto desenvolveu meios pedagÃgicos que poderÃo ser utilizados em novas experiÃncias. Os pescadores treinados durante o projeto se tornaram replicadores junto aos seus colegas de profissÃo. Ficou, portanto, demonstrada a viabilidade concreta do projeto como elemento de desenvolvimento sustentÃvel da pesca artesanal no Cearà / Main worldwide fisheries are in decline due the enormous pressure on water supplies by fishing boats, which causes biological, social, and economic problems of difficult solution. In Cearà state, Brazil, lobster fisheries are on collapse, facing the biggest crisis of the history of this traditional resource from Northeast Brazil. The âSchool-Vesselâ project described on this dissertation had as objective to contribute for the improvement of the quality of life of the fishermen and of the fisheries sustainability in Cearà state, through the artisan fishing qualification and technology transfer during the stop season of the lobster in the Northeast. Thirty fishermen were training in three municipal districts of Cearà state, Brazil, in order to give them conditions of increasing their income through the capture of fishing products of great market value. Methodological procedures were specified in order to allow the evaluation the study impacts. Discussion on the data regarding the fishermen training analyses their own vision. Activities accomplished both on inland and experimental fisheries on the sea are detailed. Fishermen vision on the project gives an idea of how they like it and the way they noticed in which ways the new technology can help them to get new salaries and improve their social status. The project taught fishermen to fish in different ways. This dissertation also showed that scientific knowledge can be assimilated by fishermen since it was well taught. In this direction, the project developed pedagogical ways that could be used in new experiences. The fishermen trained during the project if had become teachers to its colleagues of profession. It was, therefore, demonstrated concrete viability of the project as element of sustainable development of artisan fisheries in Cearà state