Students' use of technology for the purpose of academic and leisure pursuits is ever increasing. Technology access, and its subsequent use for the many varied forms of digital reading, is particularly timely and relevant for high school aged students that will likely interact with digital reading for years to come. The relationship between academic technology use, non-academic technology use, and students' scores on the 2009 Program for International Student Assessment (PISA) supplemental Digital Reading Assessment (DRA) as they related to gross domestic product (GDP) were explored in this study. Research questions were answered using extant data collected from the DRA and Information Communication Technology (ICT) survey portions of the 2009 PISA. Results indicated that academic and non-academic technology use ICT survey items were moderately correlated, however the academic and non-academic survey items were only weakly correlated to the DRA score. Moreover, the non-academic mean score was significantly higher than the academic mean score survey items. Finally, a regression analysis showed that GDP accounted for 3.28% of the variance; the non-academic survey explained 0.27% of the variance, while the academic technology use survey items only accounted for .05% of variance in the DRA. The relationship between academic and non-academic technology use as well as countries' overall DRA and GDP is further explored in the discussion.

Purpose - This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the support provided for the application of academic technologies? Methodology/design - The study was a mixed-methods design employing interviews with deans and focus groups and surveys of faculty and students. Findings - Iowa State University faculty and students use a wide array of academic technologies both in physical and virtual classrooms. The prevailing sentiment regarding the need for future academic technologies is not for new offerings and new features but for easier to use, more reliable technologies, and more timely support. Although Iowa State University has formally adopted online learning by offering numerous programs and courses, the university is in the early stages of adopting blended learning. Implications - The results and implications of the study inform the university on next steps to ready the institution for leveraging technology and preparing for the transformation toward strategic adoption of online and blended learning. The author outlines an organizational learning approach to manage change and promote adoption of blended learning.

Depuis la loi du 15 juillet 1982, la valorisation des résultats de la recherche constitue l'une des missions de la recherche publique. Enjeu majeur du système de recherche français, l'objectif de valorisation a été saisi par le droit, qui tente, par différents moyens, de l'encourager et de l'organiser. La présente étude fait apparaître que la régulation juridique de la valorisation s'opère en deux temps. Dans un premier temps, le législateur s'efforce de rapprocher les sphères publique et privée, estompant la frontière qui les sépare, afin de faciliter la circulation des résultats de la recherche. La régulation institutionnelle de la valorisation passe ainsi par la création d'un cadre juridique favorable à son accomplissement, notamment par des incitations fiscales au profit des entreprises, des structures ad hoc destinées aux établissements et une adaptation du métier de chercheur. Dans un second temps, le législateur délègue aux établissements la charge de conjuguer la valorisation avec les autres missions de la recherche publique. Les établissements doivent alors concilier des objectifs parfois contradictoires. Pour ce faire, ils s'appuient sur le contrat pour reconstituer la frontière entre la recherche publique et les entreprises et réaliser la valorisation de leurs résultats. La souplesse et l'adaptabilité de la technique contractuelle permettent, avec des outils de droit commun – tels que les contrats d'entreprise ou de vente –, de valoriser l'ensemble des résultats de la recherche et des compétences des chercheurs. De cette manière, les établissements parviennent à sauvegarder leurs intérêts et, plus fondamentalement, ceux de la recherche publique, tout en accomplissant leur mission de valorisation. / L'auteur n'a pas fourni de résumé en anglais.