By July 1, 2003, all Virginia public school teachers must demonstrate proficiency on technology standards mandated by the Virginia Department of Education (VDOE). The responsibility for verifying each teacher’s level of proficiency was delegated to the local school divisions. Public schools across the Commonwealth of Virginia were not given specific direction on how to provide staff development or assess instructional personnel in technology skills except to suggest different web sites on the Department of Education’s home page. The Virginia Department of Education commissioned a study to assess the availability and use of technology in Virginia’s public schools (Virginia Department of Education, 1998a). Recommendations from the study suggest that Virginia should maintain high proficiency standards for teachers and administrators and should consider statewide prototypes, although no prototypes have been recommended by the VDOE. The purpose of this study is to describe and analyze the various methods utilized to assess instructional personnel across the Commonwealth of Virginia on technology standards. A survey was distributed electronically to the directors of technology in each school division in the Commonwealth of Virginia. Methods of assessing instructional personnel, perceptions of effectiveness and cost effectiveness of each method, incentives to meet demonstrated proficiency on the technology standards, and percentage of teachers meeting demonstrated proficiency on the technology standards were assessed on the survey instrument. A 79% response rate indicated that workshops, college courses and portfolio assessment were the methods most used in Virginia public schools. The most effective methods were reported to be workshops, mentoring, performance assessment and college courses. The most cost efficient methods were reported to be portfolio, and signed demonstrative proficiency statement. Recertification points and certificates were the most frequent incentives given to those who demonstrated proficiency of the technology standards. Sixty-nine school divisions reported 80 to 100% of their instructional personnel have demonstrated proficiency on the technology standards as of June 2002. / Ed. D.

Assistive technologies can aid in removing many of the barriers that students with disabilities face in today's classroom. This study addressed special educators' perceptions of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences. / Ed. D.

Thesis (PhD)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: CHAPTER 1 provides literature based background information to emphasize the use of a sequential, multistep diagnostic schedule for couples in an assisted reproductive program as well as the clinical importance of sperm morphology as recorded by strict criteria during the diagnostic approach of the infertile couple. Furthermore, the chapter includes evidence underlining the growing need for the implementation of the physiologically induced acrosome reaction as an important contribution to the assisted reproductive program. The zona pellucida-induced acrosome reaction (ZIAR), sperm-zona interaction as well as computer-assisted semen analyses were investigated. CHAPTER 2 provides detailed experimental protocols of the materials and methods used in the study. CHAPTERS 3-6 each represent a separate study that was prepared as a scientific paper and encompass the experimental research undertaken in the reproductive biology research laboratory at Tygerberg Hospital to address important aspects of human acrosome processes. In the first study, we aimed to evaluate the regulatory role of the Gi-like protein during the AR of normal sperm donors and the role of intact acrosomes during sperm-zona binding. It seems that pertussis toxin-sensitive Gi-like protein in human spermatozoa plays an important regulatory role in the ZIAR and this underlines the importance of intact acrosomes during sperm-zona binding. In the second study, we aimed to evaluate the relationship between the ZIAR and the percentage normal spermatozoa as well as the sperm-ZP binding potential among men referred for a routine semen analysis. ZIAR testing should become part of the second level of male fertility investigations, i.e., sperm functional testing, since 15% of the andrology referrals revealed an impaired AR response to solubilized ZP. In the third study, we aimed to evaluate the possible relationships between the sperm morphology, the acrosome responsiveness to solubulized human ZP and the sperm-zona binding potential among consecutive andrology referrals and randomly selected IVF cases. ZIAR results provide further information regarding dysfunctional sperm and can be used as an additional diagnostic test since the results predicted fertilization failure during IVF treatment. In the fourth study, we aimed to evaluate changes in the sperm motion characteristics and the occurrence of hyperactivated motility after exposure to ZP among andrology referrals. Solubilized human ZP induces hyperactivated motility among sperm populations that have been capacitated under laboratory conditions. Capacitated spermatozoa have an elevated percentage hyperactivated cells that correlate with the percentage normal spermatozoa in the ejaculate. CHAPTER 7, the general discussion, is brief and concise to avoid unnecessary repetition, underlines the validity of a sequential, multistep diagnostic approach and concludes with the recommendation that the ZIAR should form part of the diagnostic tools in the assisted reproductive program. / AFRIKAANSE OPSOMMING: HOOFSTUK 1 bestaan uit ’n omvattende agtergrondstudie wat bestaan uit die ontwikkeling van diagnostiese toetse, die hantering van die egpaar in die reproduktiewe ondersteunings-program asook op die kliniese belang van spermmorfologie. Die toenemende behoefte aan die implementering van die fisiologies-geinduseerde akrosoomreaksie, as ’n belangrike bydrae tot die reproduktiewe ondersteuningsprogram, word ook beklemtoon. Die zona pellucida geinduseerde akrosoomreaksie (ZIAR), sperm-zonabinding asook rekenaar-bemiddelde semenanalises is ondersoek. HOOFSTUK 2 dek gedetailleerde eksperimentele protokolle van die materiale en metodes wat in die studie gebruik is. HOOFSTUKKE 3-6 behandel die eksperimentele navorsing wat in die laboratorium van die reproduktiewe biologie-eenheid te Tygerberg hospitaal uitgevoer is en wat as ses afsonderlike wetenskaplike publikasies aangebied word. Die doel van die eerste studie was om die regulerende rol van Gi-proteiene tydens die AR van normale spermdonors asook die rol van intakte akrosome tydens sperm-zonabinding te evalueer. Dit kom voor asof Gj-protei'ene in spermatozoa ’n belangrike regulerende rol in die ZIAR speel. Dit beklemtoon die belangrikheid van intakte akrosome tydens sperm-zonabinding. Die doel van die tweede studie was om die verhouding tussen die ZIAR en die persentasie normale spermatozoa asook die sperm-zonabindingspotensiaal tussen mans wat vir ’n roetine semenanalise verwys is te evalueer. ZIAR-toetsing moet deel uitmaak van die tweede vlak van manlike fertiliteitsondersoeke, d.w.s. funksionele toetsing, aangesien 15% van die andrologie pasiente ’n verswakte AR respons tot opgeloste ZP openbaar. In die derde studie was die doel om die moontlike verhoudinge tussen sperm-morfologie, die ZIAR en die sperm-zonabindingspotensiaal onder opeenvolgende andrologie-pasiente asook lukraak geselekteerde IVB-pasiente te evalueer. Die ZIAR-resultate bied verdere informasie aangaande disfunksionele spermatozoa en kan gebruik word as ’n addisionele diagnostiese toets aangesien hierdie resultate mislukte bevrugting tydens IVB behandeling voorspel. Die vierde studie het ten doel gehad om veranderinge in spermmotiliteitseienskappe asook hiperaktiwiteit na die blootstelling aan opgeloste zona onder andrologiepasiente te evalueer. Daar is afgelei dat opgeloste menslike zona hiperaktiwiteit induseer in spermpopulasies wat onder gunstige laboratoriumkondisies gekapasiteer is. Die gekapasiteerde spermatozoa het ’n verhoogde persentasie gehiperaktiveerde spermatozoa getoon wat met die persentasie normale spermatozoa in die ejakulaat korreleer. In HOOFSTUK 7 word aangetoon dat dit noodsaaklik is om die diagnostiese skedule by die hantering van die onvrugbare egpaar te gebruik asook dat die ontwikkeling van die funksionele toestand belangrik is vir die bepaling van ZIAR.

Trainers have long relied on visual content to make their training more effective. As the use of computer-based delivery has become an accepted method of distributing training and instructional materials, a system of standardizing the development and delivery of training workshops was worthy of considerable attention. The study concludes that while many of the older studies do not directly address the use of computer-based presentation applications, a development process can be achieved to streamline the creation of instructional content while maintaining consistency and quality in the content created.

The purpose of this study was to determine the degree of alignment to national and state standards in public and private university educational leadership certification programs in the state of Florida. The standards used were the National Educational Technology Standards for Administrators (NETS-A) and the Florida Principal Leadership Standard for Technology (FPLST). A total of 16 university technology leadership course syllabi were examined. Nine syllabi were obtained from 11 public universities and seven were obtained from 11 private universities in Florida. Syllabi were examined using rubrics and assigned to one of three categories: definitely aligned, somewhat aligned and not aligned. A percentage was calculated for each type of school and degree of alignment to national and state standards to determine degree of alignment of syllabi. Inferential statistics were used to compare the degree of alignment between public and private universities. Alignment to national standards was more prevalent in syllabi from public universities than private universities while no significant relationship existed between the type of university and state standards. No inferential tests were conducted comparing traditional course syllabi with blended and online course syllabi, as the sample size of online courses was too small. The study found that technology leadership courses are being offered in a majority of Florida's educational leadership programs, indicating a growing commitment to the field. Although most universities offer a course in technology leadership, syllabi are not addressing some key national and state standards. / Several recommendations were made including provide experiential learning opportunities for aspiring administrators based on national and state standards, assess current administrators in their knowledge of the NETS-A, provide ongoing district professional development to ensure current administrators are well prepared and promote the NETS-A as national guidelines in technology leadership. Syllabi should address new and emerging technology issues and be created as a best product model addressing all mandated state and national technology standards. National and state technology standards have a strong influence on leadership preparation and must be based on the best research with input from practitioners and higher education faculty. / by Angela M. Iudica. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

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This dissertation explains the causes of national differences in markets for technology. Different national approaches to intellectual property protection and use, market openness and market scope are the result of the process of creating technology standards in different countries. Technology Standards, in turn, are the product of two causal variables: the historically determined institutions of standardization - particularly the role of the state in the standardization process, and the position of a country in the fragmented global production system. The institutions of standardization determine the relative influence of different actors over standardization and market position. The position within the global economy determines these actors’ perspectives on intellectual property and market scope. Using case studies of standardization and technology market creation in the United States, Europe and China, this dissertation reveals the mechanisms by which these two variables give rise to national differences in technology markets.

Technology integration, the incorporation of technology resources and technology-related practices into the daily routines, work, and management of schools, is an essential component of 21st century schools. One of the most important aspects of technology integration is the role that principals play. Despite the importance of this role, many principals report that their preparation programs did not fully prepare them to lead a technology integration effort. One program designed to assist principals is the Alabama Math, Science, and Technology Initiative (AMSTI). Using International Society for Technology in Education's National Educational Technology Standards for Administrators (NETS-A) as a guide, AMSTI provides training to principals in technology integration. In an effort to describe the role of the principal in leading a technology integration initiative in 21st century schools, five AMSTI principals who exhibited excellence in technology integration were selected. Data were collected through interviews and observations and then transcribed, coded, and analyzed. From the analysis four themes emerged: lead by example, provide technology opportunities, minimize hindrances, and train regularly. Research questions were answered based on analysis of data. Several conclusions were formed by answering the research questions. Principals who were successful in leading a technology integration initiative had a shared vision that included a plan and goals for an initiative. They led by example and got faculty to believe in the merits of the initiative. Principals also showed a willingness to learn and provided resources such as training and technology for students and faculty. The final report serves as a resource for those charged with leading a technology integration initiative in 21st century schools.

This dissertation examines stakeholder narratives that surround Information Communication Technologies (ICTs) in education, as well as the gap that exists between this narrative and effective widespread integration of ICTs in the classroom. Popular narratives surrounding ICTs in education often position ICTs as positive and inevitable and as a development strategy that benefits individuals, nations, and the global marketplace. However, ICTs are not equally distributed or enjoyed within or among nations. Technologies, information, and social development efforts are not neutral but are socially constructed and motivated by specific actors trying to achieve certain outcomes. This research, anchored in theories of ICTs in education, globalization, development communication, digital divide, and production of culture, provides a critical perspective to better understand who contributes to the production of the education technology culture and what social development gains are possible through the implementation of such efforts. One major factor contributing to the narrative of ICTs in education is the widespread adoption of education technology standards. This case study examines the stakeholder culture that produces those standards and contributes to the education technology narratives. Through interview and historical organization document analysis, I examine the processes followed to establish the National Education Technology Standards (NETS); the stakeholders that contribute to and operate within a culture of instructional technology that informs the development of technology standards; and how the production of culture surrounding instructional technology standards has been realized internationally. I argue that there is a disconnect between the production of instructional technology culture and the realities facing poor schools and poor nations. Despite the development and widespread adoption of educational technology standards, significant educational gains have largely gone unrealized. While I do not dispute the importance of establishing a minimum set of expectations for ICTs in education, I assert that the focus on standards distracts from more challenging conversations concerning inequities among schools and the deep socioeconomic divisions that continue to reinforce the digital divide and the overall inability to provide equitable opportunities for students. / text

abstract: With the unveiling of the National Educational Technology Plan 2010, both preservice and inservice K12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the National Education Technology Standards (NETS), "a standard of excellence and best practices in learning, teaching and leading with technology in education," into their curriculum (International Society for Technology in Education, 2012). As with most teaching skills, the NETS and standards-based technology integration must be learned through exposure during the teacher preparation curriculum, either through modeling, direct instruction or assignments constructed to encourage standards-based technology integration. This study attempted to determine the extent to which preservice teachers at Arizona State University (ASU) enrolled in the Mary Lou Fulton Teachers College (MLFTC) can recognize the National Education Technology Standards (NETS) published by the International Society for Technology in Education (ISTE) and to what extent preservice teachers are exposed to technology integration in accordance with the NETS-T standards in their preparation curriculum in order to answer the questions of whether or not teacher education curriculum provides students an opportunity to learn and apply the NETS-T and if preservice teachers in core teacher preparation program courses that include objectives that integrate technology are more likely to be able to identify NETS-T standards than those in courses that do not include these elements In order to answer these questions, a mixed-method design study was utilized to gather data from an electronic survey, one-on-one interviews with students, faculty, and administrators, and document analysis of core course objectives and curriculum goals in the teacher certification program at ASU. The data was analyzed in order to determine the relationship between the preservice teachers, the NETS-T standards, and the role technology plays in the curriculum of the teacher preparation program. Results of the analysis indicate that preservice teachers have a minimum NETS-T awareness at the Literacy level, indicating that they can use technology skills when prompted and explore technology independently. / Dissertation/Thesis / Ph.D. Educational Technology 2013