This case study describes one professional development approach to support technology integration at all public schools in one large county in central Virginia. Using data obtained from daily time logs, the frequency of Instructional Technology Resource Teacher (ITRT) use by classroom teachers was analyzed. Descriptive statistics were used to describe overall percentage of ITRT use, the various types of professional development requested by teachers, the consistency of those activities over time, and if the frequencies of activities varied as a function of school level, Title I status at the elementary level, or subject area taught by teachers at the secondary level. Qualitative data was collected via focus group interviews of the involved ITRTs, and an exploratory attempt to understand the reasons behind their use was made. Data indicated that ITRTs were used 52% of the time offered with 5% variation over 3 years. Across school levels, ITRT time was used more at the secondary level and use varied no more than 9% over time. Google Apps for Education and web-based programs represented 73% of the training requests. Over time, fluctuations in the number of requests for assistance with different applications were explained by contextual factors. Elementary schools classified as Title I accounted for 23% of the total time elementary ITRTs were used. At the secondary level, teachers of science and language arts requested ITRT assistance more often. ITRTs made sense of these results by identifying first order barriers as more influential than second order barriers. Of these, access barriers were the most frequently cited barrier by the ITRTs followed by subject culture, institution, assessment, attitude and beliefs, and knowledge and skills. Elementary ITRTs cited more instances of barriers than secondary. Recommendations for practice and future research were made.

Este trabalho apresenta contribuições do autor na área da educação em engenharia, no campo da Educação em Micro e Nanoeletrônica (Microeduc) e Educação em Nanociências e Nanotecnologias (Nanoeduc) no Brasil. É apresentada a modelagem de duas plataformas virtuais experimentais denominadas microEDUC e nanoEDUC para compartilhar saberes e práticas docentes. Ferramentas de edição colaborativas e armazenamento online de mídias permitem que educadores organizem e compartilhem seus saberes a ensinar (ementas, planejamentos, planos de cursos, planos de ensino-aprendizagem, planos de aula e agendas) e saberes ensinados (práticas e experiências docentes, lista de exercícios, apresentações, videoaulas, WebQuests, apostilas, livros eletrônicos, materiais didáticos, etc.). Oficinas com estratégias de aprendizagem colaborativa móvel foram modeladas e testadas com o objetivo de estimular a curiosidade e o interesse de professores e estudantes sobre as áreas de projetos de circuitos integrados e de fabricação de dispositivos microeletrônicos. As plataformas virtuais colaborativas testadas foram ativadas na internet com o pacote de serviços Google Apps com os complementos Google Apps Script, Google App Engine, Google Sites API, Gmail API, YouTube API, Google Drive DSK e outros para criação de midiatecas online (bibliotecas, audiotecas, videotecas, wikitecas, documentecas, TVtecas, radiotecas, etc.), edições de textos e documentos colaborativos usados nas criações de roteiros para Web Rádio e Web TV, dicionários e glossários colaborativos, criação de web books, e várias outras atividades didáticas colaborativas. A documentação das oficinas colaborativas móveis, dos roteiros das mídias educativas, das análises de mídias, das instanciações automáticas de páginas e documentos para colaboração e gerenciamento de discos virtuais foram feitas na linguagem STML Scripts (Structured Text Markup Language) criada, definida e sistematizada pelo autor, durante o desenvolvimento deste trabalho. Videoaulas e videotutoriais foram produzidos com a metodologia de videocasting seguindo-se as etapas convencionais para produção de audiovisuais (pré-produção, produção e pós-produção). Os canais de Web Rádio e Web TV foram individualizados para professores e disciplinas, dentro de videotecas online com transmissões ao vivo orientadas aos dispositivos móveis. As capturadas das aulas foram feitas com filmadoras semiprofissionais de baixo custo em diferentes ambientes: sala de aula convencional, laboratório de microeletrônica e estúdio móvel de Web TV. Na Escola Politécnica da USP foram capturadas aulas testes do curso de eletrônica e etapas de processos de fabricação de transistores MOSFET no laboratório de microeletrônica. Um estúdio móvel viii de Web TV foi construído com 18 m2 de área total, para realizar testes de oficinas colaborativas, testes de VT, gravações de videoaulas, videotutoriais, transmissões experimentais de Webconferência, e de programas de Web Rádio e Web TV. Os equipamentos usados no estúdio foram condicionados na forma de kits de produção para reduzir os tempos de setup das gravações. As ferramentas e serviços utilizados nas plataformas virtuais colaborativas móveis testadas foram eficazes nos processos de planejamento das estratégias de ensino-aprendizagem, na execução das atividades didáticas das oficinas colaborativas presenciais, nas produções das videoaulas e tutoriais, porém nas dinâmicas das aulas e na efetividade da aprendizagem colaborativa móvel apresentaram diferentes resultados, correlacionados ao nível de fluência digital e tecnológica dos envolvidos: alunos, professores e assistentes. Concluiu-se, neste trabalho, que os recursos e tecnologias pesquisados mostraram-se potencialmente adequados para compartilhar e divulgar conteúdos educacionais nas áreas de MN&NN compatíveis com aplicativos web e dispositivos móveis. / This paper presents the authors contributions in the area of engineering education on thematic discussions in the field of Education in Microelectronics (Nanoeduc) and Education in Nanotechnologies (Nanoeduc) in Brazil. Proposes the modeling of two experimental virtual platforms focused on the development of teaching practices on the web, integrated with social media such as blogs, wikis, social networks, platforms for sharing media audio, video, text and image. Presents some examples of different models of potentially interesting collaborative workshops to stimulate the curiosity and interest of students in technical schools and high schools, for areas of integrated circuits design and chip manufacturing. The platforms were modeled and configured to allow that different teachers in the fields of Microelectronics and Nanotechnologies, share your knowledge, practices and teaching experiences to produce learning materials. Through STML Script language (Structured Text Markup Language) was possible to describe collaborative scripts for video production, create scripts for automatic generation of pages and content pages on web. The contents and formats of audio and video media, tested, were run on microEDUC and nanoEDUC platforms, following the traditional model for the production of radio and TV programs (pre-production, production and post-production). Transmission tests were done with live audio and video, using built-in public and private pages, created in microEDUC and nanoEDUC platforms using embedded HTML codes. Capture audio and video with teachers at the Polytechnic School of USP, for the study of suitable formats for video classes were tested. Various models of popular digital cameras and low cost camcorders with different qualities were tested. The platforms were modeled using the package of services Google Apps for Education to facilitate the integration of services: webinar, web conferencing, virtual classrooms, virtual collaboration spaces, virtual research lab, thematic online video libraries, virtual workshop scripts for Web Radio and Web TV, collaborative dictionary, collaboration on books editing, and collaborative books. A mobile studio for the production of Web TV and Web Radio was built in the style of kits It was concluded in this work that the resources and technologies researched shown to be potentially suitable to share and disseminate educational content in the areas of MN&NN compatible with web applications and mobile devices.

Este trabalho apresenta contribuições do autor na área da educação em engenharia, no campo da Educação em Micro e Nanoeletrônica (Microeduc) e Educação em Nanociências e Nanotecnologias (Nanoeduc) no Brasil. É apresentada a modelagem de duas plataformas virtuais experimentais denominadas microEDUC e nanoEDUC para compartilhar saberes e práticas docentes. Ferramentas de edição colaborativas e armazenamento online de mídias permitem que educadores organizem e compartilhem seus saberes a ensinar (ementas, planejamentos, planos de cursos, planos de ensino-aprendizagem, planos de aula e agendas) e saberes ensinados (práticas e experiências docentes, lista de exercícios, apresentações, videoaulas, WebQuests, apostilas, livros eletrônicos, materiais didáticos, etc.). Oficinas com estratégias de aprendizagem colaborativa móvel foram modeladas e testadas com o objetivo de estimular a curiosidade e o interesse de professores e estudantes sobre as áreas de projetos de circuitos integrados e de fabricação de dispositivos microeletrônicos. As plataformas virtuais colaborativas testadas foram ativadas na internet com o pacote de serviços Google Apps com os complementos Google Apps Script, Google App Engine, Google Sites API, Gmail API, YouTube API, Google Drive DSK e outros para criação de midiatecas online (bibliotecas, audiotecas, videotecas, wikitecas, documentecas, TVtecas, radiotecas, etc.), edições de textos e documentos colaborativos usados nas criações de roteiros para Web Rádio e Web TV, dicionários e glossários colaborativos, criação de web books, e várias outras atividades didáticas colaborativas. A documentação das oficinas colaborativas móveis, dos roteiros das mídias educativas, das análises de mídias, das instanciações automáticas de páginas e documentos para colaboração e gerenciamento de discos virtuais foram feitas na linguagem STML Scripts (Structured Text Markup Language) criada, definida e sistematizada pelo autor, durante o desenvolvimento deste trabalho. Videoaulas e videotutoriais foram produzidos com a metodologia de videocasting seguindo-se as etapas convencionais para produção de audiovisuais (pré-produção, produção e pós-produção). Os canais de Web Rádio e Web TV foram individualizados para professores e disciplinas, dentro de videotecas online com transmissões ao vivo orientadas aos dispositivos móveis. As capturadas das aulas foram feitas com filmadoras semiprofissionais de baixo custo em diferentes ambientes: sala de aula convencional, laboratório de microeletrônica e estúdio móvel de Web TV. Na Escola Politécnica da USP foram capturadas aulas testes do curso de eletrônica e etapas de processos de fabricação de transistores MOSFET no laboratório de microeletrônica. Um estúdio móvel viii de Web TV foi construído com 18 m2 de área total, para realizar testes de oficinas colaborativas, testes de VT, gravações de videoaulas, videotutoriais, transmissões experimentais de Webconferência, e de programas de Web Rádio e Web TV. Os equipamentos usados no estúdio foram condicionados na forma de kits de produção para reduzir os tempos de setup das gravações. As ferramentas e serviços utilizados nas plataformas virtuais colaborativas móveis testadas foram eficazes nos processos de planejamento das estratégias de ensino-aprendizagem, na execução das atividades didáticas das oficinas colaborativas presenciais, nas produções das videoaulas e tutoriais, porém nas dinâmicas das aulas e na efetividade da aprendizagem colaborativa móvel apresentaram diferentes resultados, correlacionados ao nível de fluência digital e tecnológica dos envolvidos: alunos, professores e assistentes. Concluiu-se, neste trabalho, que os recursos e tecnologias pesquisados mostraram-se potencialmente adequados para compartilhar e divulgar conteúdos educacionais nas áreas de MN&NN compatíveis com aplicativos web e dispositivos móveis. / This paper presents the authors contributions in the area of engineering education on thematic discussions in the field of Education in Microelectronics (Nanoeduc) and Education in Nanotechnologies (Nanoeduc) in Brazil. Proposes the modeling of two experimental virtual platforms focused on the development of teaching practices on the web, integrated with social media such as blogs, wikis, social networks, platforms for sharing media audio, video, text and image. Presents some examples of different models of potentially interesting collaborative workshops to stimulate the curiosity and interest of students in technical schools and high schools, for areas of integrated circuits design and chip manufacturing. The platforms were modeled and configured to allow that different teachers in the fields of Microelectronics and Nanotechnologies, share your knowledge, practices and teaching experiences to produce learning materials. Through STML Script language (Structured Text Markup Language) was possible to describe collaborative scripts for video production, create scripts for automatic generation of pages and content pages on web. The contents and formats of audio and video media, tested, were run on microEDUC and nanoEDUC platforms, following the traditional model for the production of radio and TV programs (pre-production, production and post-production). Transmission tests were done with live audio and video, using built-in public and private pages, created in microEDUC and nanoEDUC platforms using embedded HTML codes. Capture audio and video with teachers at the Polytechnic School of USP, for the study of suitable formats for video classes were tested. Various models of popular digital cameras and low cost camcorders with different qualities were tested. The platforms were modeled using the package of services Google Apps for Education to facilitate the integration of services: webinar, web conferencing, virtual classrooms, virtual collaboration spaces, virtual research lab, thematic online video libraries, virtual workshop scripts for Web Radio and Web TV, collaborative dictionary, collaboration on books editing, and collaborative books. A mobile studio for the production of Web TV and Web Radio was built in the style of kits It was concluded in this work that the resources and technologies researched shown to be potentially suitable to share and disseminate educational content in the areas of MN&NN compatible with web applications and mobile devices.

The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia. The results of the study indicated that faculty use technology significantly to communicate high expectations to students and to support diverse talents and ways of learning. However, faculty reported that they do not use technology significantly for the other 5 principles: to support student-faculty contact, promote cooperation and reciprocity among students, promote active learning, provide prompt feedback, and promote time on task. Analysis of the data indicated that female faculty use technology significantly more than male faculty for all 7 principles. Findings regarding age indicated that faculty who are 40-59 use technology significantly more than faculty under 40 to support prompt feedback, time on task, and diverse talents and ways of learning. No significant differences existed between other age groups regarding these 3 principles. No significant differences existed between any age groups regarding use of technology to promote student-faculty contact, encourage reciprocity and cooperation, promote active learning, and communicate high expectations. The results of this study extend the current knowledge about faculty use of technology to advance good practice in undergraduate education. Additionally, the results provide information about differences in use of technology by faculty based on gender and age. These findings may inform institutional policies and practices with regard to implementing a systemic approach to teaching with technology.

Differences in race, ethnicity, gender, and age have shaped the most diverse workforce in recent years and have also influenced the workplace learning environment. Variability in age created several generations that presented an instructional challenge in the workplace for trainers who have not recognized and understood generational differences. The purpose of this study was to investigate how employees in 4 generations differed with respect to attitudes toward instructional approaches using technology in the workplace classroom. A theoretical framework incorporating Knowles' learning theory of andragogy guided this study, which used survey research methods within a quantitative design. The sample of 731 city employees from various departments completed the Media and Technology Usage and Attitudes Scales administered through an online survey tool. One-way ANOVA indicated that only on the Positive Attitudes Toward Technology scale, scores of the oldest generation, the Traditionalists, were significantly less positive than those of the 3 younger generations (Baby Boomers, Generation X, and Millennials) who did not differ significantly from each other. Research findings led to the conclusion that some differences existed in generational attitudes toward instructional approaches. Based on this conclusion, a 3-day leadership workshop was created, which includes recommendations for a customized approach to instructing the generations. Implications for social change include the potential for organizations to modify instruction to correspond with attitudinal differences of the generations and allow organizations in all industries to take proactive steps for workforce changes in learning.

This research looks at the use of PowerPoint as an instructional tool for teaching English language learners (ELL) who studied in a language program at a state university in the Pacific Northwest. The purpose of the research was to discover and to explore the perceptions of PowerPoint supported teaching and learning that were held by the students, the instructors, and the student researcher. PowerPoint is one of the most commonly used technologies in classrooms, and its projection on screens has become a fundamental part of many students' daily routine. The basic design of this research study is based on Stringer's (2004) action research model, which operates on a repeated circle of reflecting, planning, acting and observing. This action research was generated by all participants, guided by instructors, and monitored by the planned objectives of the study's outcomes. A constructivist approach was used to understand the process of teaching and learning with PowerPoint, and feedback (questionnaires, interviews, and personal communications) was collected from the students in order to help instructors and the student researcher to determine the students' needs. There are four main sets of data in this study—data from students' questionnaires, from students' interviews, from instructors' interviews, and from the student researcher's classroom observations. Students were given questionnaires at the ends of weeks two to ten, and two students from each class were selected to be interviewed. Instructors were interviewed both at the beginning and at the end of the term. The student researcher observed all classes starting week two, and wrote notes which were included as part of the data. / Graduation date: 2012

Providing instruction using different instructional delivery methods allows the learner to absorb content in a way that fits the individual learner. Today’s students have grown up immersed in digital technology. However, many higher education faculty are still not speaking the same digital language as their students. The issue may be that the pedagogical and epistemological beliefs of faculty who are “digital immigrants” affect the teaching methods used in the higher education classroom today. The purpose of this mixed methods study was to explore design college faculty perceptions of the adoption of virtual world technology into the classroom. Diffusion and adoption theories, adoption models, and patterns of adoption provided a conceptual framework for this study. This mixed methods study collected data through a survey and post-survey interviews administered to faculty of 21 design colleges. The quantitative survey instrument included questions about the usage of technology, including virtual world technology, in the higher education classroom. A total of 309 faculty completed the survey. Descriptive statistics, including frequencies, means, and standard deviations were used in the analysis. A correlation analysis was performed to determine if there was a relationship between selected variables and the survey responses. Post-survey semi-structured interviews were conducted with 12 faculty participants who volunteered for the interviews after participating in the survey. In this study, I used the constant comparative open coding hybrid method for the interview analysis. The specific research question posed in this study was: What are the perceptions of design college faculty regarding the use of virtual world technology in their courses? Guiding questions included: (a) What are faculty perceptions about virtual world technology that potentially affect its adoption into the classroom? (b) What are faculty perceptions of the affordances of using virtual world technology in the classroom? (c) What are faculty perceptions of the challenges of using virtual world technology in the classroom? In general, the results of this study indicate that while higher education faculty perceive that virtual world technology has the potential to be a useful teaching tool in the classroom, the faculty also perceive that they do not have the essential software and hardware support from their colleges to adopt this type of technology as a teaching tool in their courses.

In spite of the popularity of technologies that facilitate distance learning, institutions still educate students who gather together in shared physical spaces. But now even these traditional settings for learning are more collaborative and technology-rich environments. Qualitative methods in the sociolinguistic tradition allowed me to attend carefully to the vocal and non-vocal interactions of students engaged in a computer supported collaborative authoring assignment. Three research questions guided my inquiry: 1) In what ways did students negotiate roles and responsibilities?; 2) In what ways did students negotiate access to their assignment?; and 3) what was the nature of discourse in computer supported collaborative authoring? I conducted microanalysis of the communication in online discussions and face-to-face discourse throughout an entire semester of one graduate level course entitled The Psychology of Teachers and Teaching. My data revealed that the online discussion forum, physical proximity to the computer during face-to-face collaboration and instructor influence shaped the students’ roles and responsibilities as well as their entry into the assignment. I propose a model illustrating how students negotiate entry into computer supported collaborative authoring assignments and discuss its implications for teaching and learning. / text

The purpose of this study was to explore the factors that contribute to online collaboration in a web-based course by investigating the impact and the potential of an online learning environment in terms of both the students&#039 / and instructor&rsquo / s perceptions about learner benefits, learner support, motivation, computer mediated communication, and group work. A mixed methods case study design was thought to be appropriate to match the purpose of the study, thus a combination of components normally found in descriptive, case study and qualitative research was used to analyze the data. The study was conducted in the context of &ldquo / CSIT444-Online Web Design&rdquo / , an online course offered by the Institute of Distance Education of East Mediterranean University (EMU) in Turkish Republic of Northern Cyprus. This course was designed and developed by the instructor working at the Department of Computer Education and Instructional Technology of the Middle East Technical University located in Ankara and carrying out the classes for this course as online for the students at EMU. The participants were the instructor and 209 vocational education last year students, who participated in the course for three successive semesters, at the School of Computing &amp / Technology. In order to explore the perceptions of the students, they were asked to complete a questionnaire at the end of the each semester. Of the 209 participants 175 students ranked their agreement on each twenty eight five-point Likert-type item and 129 of them wrote also their comments about their online learning experience by answering the open-ended item in the questionnaire. Several interviews were conducted with the instructor using the informal conversational interview approach to explore his perceptions through his reflections on his online teaching experience in the web-based course. The perceptual student responses from the questionnaire were analyzed quantitatively. The responses to the open-ended item in the questionnaire and informal interviews were evaluated qualitatively to find out the emerging themes. In addition, the online learning environment offered in the web-based course was examined by using the instructional design framework. This study concluded that both the students and the instructor perceived the online collaborative learning/ experience positively by reporting that it was a beneficial and motivating experience with the availability of group work, CMC, and adequate support structure. Several specific factors that contributed to collaboration via CMC in the web-based course were identified under seven major topics. By considering these factors, it is hoped that the results will yield better solutions in terms of providing meaningful online learning experiences.

Only an Afrikaans abstract is available. Die astronomiese ontwikkeling van informasie kommunikasie tegnologie (IKT) hou verreikende gevolge in vir elke lewensfeer in die twintigste eeu. Spesifiek op die terrein van produksie en oordrag van kennis, twee kernfunksies van hoer onderwys, hou IKT nie net ‘n bedreiging in vir die tradisionele wyse waarop hierdie kernfunksies vervul word nie, maar bied ook moontlik die uitdagings van toegang, koste, buigsaamheid en kwaliteit waarmee universiteite gekonfronteer word. Waar die toepassing van tegnologie in afstandsonderrig reeds help om bogenoemde uitdagings aan te spreek, is dieselfde resultate meer ontwykend in tradisionele residensiële universiteite soos Rhodes Universiteit. Verder is universiteite meer geneë om IKT in navorsing en administratiewe prosesse te gebruik, as in onderrig en leer. Hierdie opstel fokus dus op die behoeftes en verwagtings van onderrigpersoneel aan Rhodes Universiteit om IKT te gebruik om die onderig-en-leerproses te verryk. Die rasionaal vir die gebruik van IKT fokus op die veranderende omgewing waarin hoër onderwys fungeer, die veranderende konsepte van kennis en kennisproduksie, en die oënskynlike potensiaal van IKT om onderwys te verbeter. Daarteenoor word die wyse waarop IKT gebruik word bespreek teen die agtergrond van voorvereistes vir suksesvolle integrasie en praktiese toepassings van tegnologie in onderrig en leer. / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / Unrestricted