This study sought increase student understanding of nutrition with the use of technology. The purpose of this study was to investigate the effects of using technology, in the form of the legacy cycle, on student understanding of nutrition, with a particular interest in at risk students. Ninth grade students participated in either a legacy cycle lesson or a traditional classroom instruction that taught facts about genetically modified organisms (GMO’s) and the controversy that surrounds GMOs integration into the diet of the world. Analysis of pretest, posttest, and one-week retention test scores showed that there was no significant difference between the two teaching methods, although both were effective at teaching the concepts. This study showed that the legacy cycle could be incorporated in the academic classroom without detriment to student learning. / text

This study investigates a process of technological innovation in the classroom, and a range of related issues. It discusses the development of a technology-assisted tool, ThinkSpace, combining computer-based concept mapping and a wiki, aimed at facilitating collaborative and critical engagement with complex study material. The study adopts a design-based research approach in order to develop in tandem the technological implementation of the tool as well as the pedagogical practices for the use of the tool in the classroom. ThinkSpace was introduced into two schools where it was used by A-level history students. In close collaboration with the teachers practical uses for the tool were developed and implemented in the classroom. Data were collected through classroom observation, student and teacher interviews, as well as gathering evidence of students’ work with the tool. The thesis engages with questions of developing pedagogical practice to incorporate technological tools. It provides insights into the processes of working with teachers and students on collaborative innovation projects and the ways in which technology and pedagogy can gradually be aligned to achieve shifts in classroom practice. The project also investigates opportunities for developing productive uses of wikis and concept mapping in the classroom. The results of this study highlight the gradual and incremental nature of innovation in the classroom. The study concludes that innovation with tools such as ThinkSpace requires changes to deeply-seated learning practices, which are closely linked to student identity. If such practices are to be altered, it is necessary to think more carefully about supporting students through the pedagogical changes that some technological innovations endeavour to put into place. Possible ways of providing support in the processes of innovation were found in the present study through the scrutiny of the ways some students were beginning to appropriate the ThinkSpace tool. This suggested more targeted ways of encouraging conceptualisation and collaboration practices, which were the target of the innovation presented here.

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This thesis examines the user-centered design methods and methodology inherent to designing and testing a web-based Dreamweaver 8 tutorial for undergraduate and graduate students who enroll in certain English rhetoric and composition courses at Georgia State University. The tutorial’s three interfaces were rhetorically designed to support three corresponding types of user—novices, intermediates, and experts— whose familiarity with Dreamweaver and student web space determined their starting point of interaction with the artifact. Three usability tests examined each interface based on four usability attributes. Findings revealed the novice and expert interfaces to be usable, while the intermediate interface was more problematic. The analysis of findings indicated the advanced documentation theory to be sound; however, the practical implementation of the theory to this artifact was comparatively ineffective. More research is suggested for determining whether a multimodal tutorial design is the most useful and usable for the target audience(s).

The increasingly global environment has spurred the economy in the United States as well as the economies in nearly every other nation. Although the U.S. remains the world leader in the global economy, research shows that the United States is at risk of losing its place as the world leader in science and innovation. Policymakers have recognized the need for research addressing global competitiveness. President Bush signed the America Competes Act, which calls for increased investment in innovation and education to improve U.S. competitiveness and President Barack Obama has named a platform, "Science, Technology and Innovation for a New Generation" which will extend and prioritize the efforts to improve math and science education. K-12 U.S. students are graduating from high school unprepared to pursue degrees in science, technology, engineering and math (STEM) in college. Without STEM degrees they will be unable to pursue technology jobs after graduation. Statistics show that the U.S. is failing to produce as many graduates in STEM as other countries. In an increasingly global world, without graduates in STEM courses the U.S. is at risk of losing its position as the economic world leader. Government, industry and academia all agree that the U.S. needs to address education on a K-12 level to ensure that U.S. students are equipped with twenty-first century skills to compete in a twenty-first century global economy. Twenty-first century students are different from students of previous generations. Researchers argue that changes in the environment, specifically an increased exposure to technology, have changed the brains of twenty-first century students; twenty-first century students learn differently. However, twenty-first century students are being taught with an instructional curriculum that was designed for a previous generation that did not have the same exposure to technology. This is causing a digital-divide that is hindering the achievement of students. The instructional curriculum needs to be updated to meet the needs of twenty-first century students. This thesis addresses this need from a technical communication perspective by arguing that the instructional design of twenty-first century learning materials should be improved by adhering to guidelines for twenty-first century learning characteristics and twenty-first century technology use. The guidelines support a national goal to improve K-12 achievement in order to increase U.S. STEM graduates and increase the U.S.'s ability to compete in a global economy.

Several studies have indicated that American Indian students in the United States higher education system confront unique challenges that derive from a legacy of colonialism and assimilationist policies (Huff 1997). Several scholars, American Indian and non-Native alike, have explored the effects of this history upon students in higher education (Brayboy 2004; Guillory and Wolverton 2008; Waterman and Lindley 2013). Very few, however, have explored the role of the educators of American Indian students, and most of the literature focuses on K-12 educational settings (McCarty and Lee 2014; Yong and Hoffman 2014). This thesis examines exploratory user research conducted to generate a foundational understanding of educators of American Indian students in higher education. Utilizing methods from design anthropology and user experience, semi-structured interviews and think-aloud sessions were conducted, almost exclusively virtually, for 17 participants. This research was conducted for a client, Fire & Associates, as part of the applied thesis process. Findings revealed a complex web of needs for educators of American Indian students in higher education related to teaching diverse students, the use of media and technology in the classroom, and the process of networking among other educators. The research culminated in content and design implications for the Fire & Associates website as well as suggestions for further research based on best practices in the field of user experience.