Given the proliferation of technological tools, environments, and supports within the field of education, and the predominant investigative orientation of educational technology researchers being intervention-focused, a minority of scholars have called for other ways of understanding the nuance and contours of educational interactions and technology. This study explores the possibilities for such an orientation at the public elementary school level by maintaining a non-traditional theoretical and wide contextual focus. Toward this end, this study performs and constitutes an experimental mode of address meant to further considerations of educational technology use and educational technology discourse in and around school libraries, second, third, fourth, and fifth grade bilingual, ESL, and regular classrooms. This work is a Deleuzian experiment in New Ethnographic Writing and New Ethnography that also explores aspects of critical design ethnography and the affinity-based design of an educational mashup. Ethnographic attentions were applied over four-year period concentrating on language arts, ESL, and literacy activities. Through performative writing, loose networks of individuals, artifacts, places, processes, movement, and machines are explored. / text

The emerging knowledge economy necessitates rapid skills development, to ensure that organisations sustain a competitive edge. Rapid skills acquisition would enable organisations, whether public or private sector, to take advantage of new emerging opportunities and improve performance by ensuring that their employees are well equipped with relevant skills. The South African labour market has, however, been engulfed by both a skills shortage and a brain drain, which has worsened performance in the public sector – as is evident from the widespread public protests. In this study, the researcher conducted an explorative investigation to gain an in-depth understanding of factors that could influence e-Learning diffusion as an innovative way of facilitating rapid skills acquisition. In order to conduct this investigation, the researcher employed qualitative techniques in the form of a case study, using grounded theory analysis techniques. Grounded theory analysis results enabled the researcher to formulate propositions. Furthermore, these propositions were used to formulate important factors and questionnaire items that were used to test proposed findings, using a survey research design. Findings revealed that the public sector, as with society at large, is adopting sociallyorientated computing practices, to open up social platform integration into the employee learning experience. Findings reveal that social platform integration would be fruitful, if the entire instructional design was based on social constructivist, epistemological principles, with the appropriate social technology. / Thesis(PhD (Computer Science))--North-West University, Potchefstroom Campus, 2013.

The emerging knowledge economy necessitates rapid skills development, to ensure that organisations sustain a competitive edge. Rapid skills acquisition would enable organisations, whether public or private sector, to take advantage of new emerging opportunities and improve performance by ensuring that their employees are well equipped with relevant skills. The South African labour market has, however, been engulfed by both a skills shortage and a brain drain, which has worsened performance in the public sector – as is evident from the widespread public protests. In this study, the researcher conducted an explorative investigation to gain an in-depth understanding of factors that could influence e-Learning diffusion as an innovative way of facilitating rapid skills acquisition. In order to conduct this investigation, the researcher employed qualitative techniques in the form of a case study, using grounded theory analysis techniques. Grounded theory analysis results enabled the researcher to formulate propositions. Furthermore, these propositions were used to formulate important factors and questionnaire items that were used to test proposed findings, using a survey research design. Findings revealed that the public sector, as with society at large, is adopting sociallyorientated computing practices, to open up social platform integration into the employee learning experience. Findings reveal that social platform integration would be fruitful, if the entire instructional design was based on social constructivist, epistemological principles, with the appropriate social technology. / Thesis(PhD (Computer Science))--North-West University, Potchefstroom Campus, 2013.

Black women currently and historically have faced challenges as faculty in higher education. The problem the study addressed was the lack of intellectual study and resulting literature about Black women faculty in the field of Instructional Technology. This research sought to gain better insight into experiences of Black women professors in Instructional Technology. Specifically, the purpose of this research was to identify and describe the lived experiences of Black women who are tenure-track faculty in the Instructional Technology professoriate. A review of literature regarding faculty work, Black faculty in the Academy, Women in the Academy and Black women in the Academy provide groundwork for the investigation. The study employed a phenomenological methodology to answer the research questions. Siedman’s (2005) “three-interview series model” was used to collect data from the participants. The researcher facilitated three 90 minute interviews with each participant – the life history interview, the current experience interview and the meaning-making interview. The findings of this research indicate that the support of their parents and attendance at integrated grade schools prepared the participants to work in their current positions. As they worked in the professoriate, these Black women realized that they had to self-advocate and set their own boundaries. They made meaning of their experiences by connecting it to their faith and realizing that they were not in the position for themselves. The implications of this study are also indicated in the advice the participants gave to Black women who wish to pursue careers in the Instructional Technology professoriate.

This study examined the effectiveness of a hybrid instruction in terms of students&rsquo / achievement, knowledge retention, and attitudes towards course content and course satisfaction. An in-depth analysis was done to understand students&rsquo / perceptions about the effective domains of interactive learning, which included pedagogical philosophy, learning theory, goal orientation, task orientation, source of motivation, teacher role, metacognitive support, collaborative learning, and structural flexibility of a hybrid course. In this study quantitative and qualitative research methodologies were used in conjunction. Experimental study was carried out to understand if there is a significant difference between the hybrid course and the traditional course in terms of students&rsquo / achievement, retention, satisfaction, and attitude. Qualitative analysis was done to understand students&rsquo / perceptions about the effective dimensions of interactive learning. The subjects of this study were 50 students in a &ldquo / Computer Networks and Communication&rdquo / course, offered by the Computer Education and Instructional Technologies Department of METU. The control and experimental groups consisted of 24 and 26 students respectively. The students in the experimental group were interviewed one on one at the end of the treatment. The quantitative findings of the study indicated no significant difference between the hybrid course and the traditional course in terms of students&rsquo / achievement, retention, satisfaction, and attitude. The qualitative findings of this study showed that the amount of information supplied in the course web-site, need for metacognitive support, authentic learning activities and collaboration, type and source of motivation, individualized learning and access to internet played important roles in students&rsquo / learning in the hybrid course.

This exploratory study provides a qualitative and quantitative report on the integration of a specific online information system into the science curriculum using authentic tasks in a class setting. It investigates how they use an online information database and tools to create meaning. An in-depth analysis was done to understand students&amp / #8217 / perceptions about the usability of a web-based learning tool used in science course, properties of a web-based learning tool, the quality of the content, and the structure of web-based instruction. It also aimed to explore the effects of the Web-based learning in a science course on students&amp / #8217 / achievement and attitudes toward science learning. The subjects of this study were 51 &Ouml / zel Bilim Okullari students in secondary school (6th, 7th and 8th grades) classes. It was conducted throughout the academic year of 2004-2005. The Science Achievement Test and attitude scales for science learning were given as pre-tests at the begging of academic year. They were given as post-tests and the students were interviewed in groups of five at the end of the academic year. The total time of using the web site of the course was kept by Web log-system. The quantitative findings of the study indicated that there were significant differences between the pre-tests and post-tests of the science achievement test and attitude scale. In addition, there were a positive relationship between the site usage time and achievement and attitude of the students towards science learning. The qualitative findings of this study showed that the amount of information supplied in the web site of the course, access to the Internet, doing assignments and taking online exams played important roles in students&amp / #8217 / science learning. However, the students did not prefer to use e-mails and chat rooms to collaborate with their fiends. They preferred to communicate face to face with their friends, and they preferred SMS because of ease of use. The results and the discussion set out in this study have some important implications for teachers and instructional designers. The study contributes to an understanding of online learning and provides a basis for empirical study of learners performing real educational tasks. The insights gained in this small-scale study will help teachers construct better online learning environments with regard to pedagogy and technological innovation.

This study is a historical analysis of teacher development for using instructional technology in Thailand beginning with the early origins of educational reform efforts through the National Education Reform Act of B.E. 2542 (1999) and for one decade of its implementation (1999-2009). Data sources for this study included both primary and secondary sources. These sources were historical records, government documents, newspaper and magazine articles, and scholarly books and articles. They were analyzed to determine which policies, proposals, and plans related to teacher development in using instructional technology and which of them promoted a constructivist or student-centered teaching environment. The findings indicated that many of the proposed reforms led to new instructional techniques that challenged the previous Thai education system, which had relied on a teacher-centered, top-down approach. Despite many government-sponsored teacher trainings, teachers were still uncomfortable with teaching in a student-centered environment. This study also focused on Thai methods of teacher training and identified problems with the quality of training courses, with the methods of training, with the effectiveness of the courses teachers were taught, and with the assessment of the follow-up and evaluation provided after a given course or workshop. The evidence showed that teachers resisted many aspects of the new approach. This dissertation proposes ways to help teachers out of their reluctance and resistance to reforms using instructional technology. This dissertation provides a number of recommendations to help Thai educators begin to use modern instructional technology. Among these are included a call for greater improvement of teacher education and the adoption of new concepts of teaching and learning to elevate the skill level of Thai teachers. Chief among these was treating Thai teachers as adult learners so that they would take responsibility for their development according to their specific learning needs and teaching situation. Thus, this dissertation provides a historical, methodological, and pedagogical approach to the issue of Thai teacher development in using instructional technology in a constructivist learning environment.

abstract: This study investigated the effects of concurrent audio and equivalent onscreen text on the ability of learners of English as a foreign language (EFL) to form associations between textual and aural forms of target vocabulary words. The study also looked at the effects of learner control over an audio sequence on the association of textual and aural forms of target words. Attitudes towards experimental treatments and reported level of cognitive load were also examined in the context of a computer-based multimedia instructional program. A total of 200 college students took part in the study. Participants were randomly assigned to experimental conditions in a 2 x 3 factorial design with level of learner control (learner-controlled vs. not-learner-controlled) and format of presentation of information (audio + no text vs. audio + full text vs. audio + keyword text) as factors. The subjects completed a pretest, a posttest, cognitive load questions, and an attitude questionnaire. The results revealed the following findings: (a) groups in the audio + keyword text conditions outperformed those in the audio + no text and audio + full text conditions on text-sound association, (b) within the audio + keyword text conditions, the learner-controlled group outperformed the not-learner-controlled group on text-sound association, (c) within the learner-controlled conditions, the audio + keyword group outperformed the audio + no text and audio + full text groups on text-sound association, (d) a redundancy effect was not found for any treatment condition, and (e) overall, participants had positive attitudes towards the treatments. Implications, limitations, and future directions are discussed within the frameworks of cognitive load theory and cognitive theory of multimedia learning. / Dissertation/Thesis / Ph.D. Educational Technology 2014

The essence of an effective knowledge transfer process for a technical organization cannot be overemphasized. It does not only translate to its advancement but also improves the learning capacity of the staff in the organization. The purpose of this work is to analyze and diagnose the current process of technical knowledge transfer It goes further to proffer a suitable model of design process for the technical instructions (which is one form of knowledge that is present in the organization) so as to improve not only the instructional manual but also the processes involved. The instructional model is a model gotten from the field of instructional technology (a sub-sect of educational technology) which is used to achieve this feat.

Basigin and Embigin are members of the immunoglobulin superfamily that function as cell adhesion molecules. Studies of Basigin null mice revealed reproductive sterility, increased pain sensitivity, and blindness. It is thought that the mechanism causing blindness involves misexpression of monocarboxylate transporter 1 (MCT1) in the absence of Basigin. It is known that the transmembrane domain of Basigin interacts with MCT1. In the absence of Basigin, MCT1 does not localize to the plasma membrane of expressing cells and photoreceptor function is disrupted. Studies of the Basigin null mouse brain suggest that MCT1 is properly expressed, which suggests a separate mechanism causes the increased pain sensitivity in these animals, and also that a different protein directs MCT1 to the plasma membrane of expressing cells in mouse brain. Embigin is known to interact with MCT2 in neurons and with MCT1 in erythrocytes. It is not known, however, if Embigin normally interacts with MCT1 in the mouse brain or if Embigin acts to compensate for the lack of Basigin in the Basigin null animals. Therefore, the purpose of this study was to determine if Embigin normally interacts with MCT1, 2, or 4 in the mouse brain and if so, whether the interaction is similar to that between Basigin and MCT1. Expression of Basigin, Embigin, MCT1, MCT2, and MCT4 in mouse brain was assessed via immunoblotting and immunohistochemical analyses. In addition, recombinant protein probes corresponding to the Embigin transmembrane domain were generated for ELISA binding assays using endogenous mouse brain MCTs. It was determined that the proteins in question are rather ubiquitously expressed throughout the mouse brain, and that the cell adhesion molecules Basigin and Embigin may be co-expressed in the same cells as the MCT2 and MCT4 transporter proteins. In addition, it was determined that the Embigin transmembrane domain does not interact with the MCTs. The data therefore suggest that MCTs do not require Basigin or Embigin for plasma membrane expression in mouse brain.