Doctor of Philosophy / Department Not Listed / Kenneth F. Hughey / As higher education continues to integrate technology, the counselor education field has evolved and recognized the importance of graduate students’ attitudes towards technology acceptance of a wide array of technology in their training programs (Burt, Gonzalez, Swank, Ascher, & Cunningham, 2011; Kennedy, 2011; Orr, 2011; Sabella, Poynton, & Isaacs, 2010; Tyler & Sabella, 2004). This study examined the attitudes of counselor education graduate students in CACREP-accredited program towards technology acceptance using the Technology Acceptance Model (TAM) as the theoretical framework for the study. In particular, the purpose of this study was to better understand counselor education graduate students’ attitudes towards technology acceptance as it relates to perceived ease of use, perceived usefulness, technology self-efficacy, and technology anxiety. Participants in the study were 107 graduate students who were enrolled in Fall 2018 at 10 Midwest CACREP-accredited counselor education programs. Data were gathered by an online survey consisting of a demographic questionnaire and four instruments (Technology Acceptance Model Scales, Media and Technology Usage and Attitudes Scale, Technology Self-efficacy Scale, and Technology Anxiety Scale). The results of the hierarchical regression analysis for each of the research questions revealed several significant findings regarding graduate students’ attitudes towards use of technology. For the first research question, perceived ease of use was predicted by technology self-efficacy and technology anxiety. The results indicated perceived ease of use was influenced positively by technology self-efficacy and negatively by technology anxiety. For the second research question, perceived usefulness was predicted by technology self-efficacy and technology anxiety. The results indicated perceived usefulness was influenced positively by technology self-efficacy and negatively by technology anxiety. For the third research question, counselor education graduate students’ attitudes towards the use of technology was predicted by perceived usefulness. In addition, this study found a strong positive relationship between perceived ease of use and perceived usefulness likely due to multicollinearity. Technology plays an increasing role in counselor education programs. Findings from this study provide important information for counselor education programs to consider regarding graduate students’ attitudes towards the use of technology.

This study examined the perceptions of the Students and the Teachers of METU Development Foundation Schools about the use of e-learning / sharing portal technology in their educational activities. Their perceptions were investigated in terms of three aspects: effects of the use of this technology on their perceived motivation, the perceived usefulness and the perceived ease of use of this technology. A central server was installed for setting up an e-learning / sharing portal environment. Microsoft SharePoint, which is a Sharing Portal Software, was used to access to the central server. The study was conducted in the form of action research. The data were collected from 6th and 7th grade students of METU Development Foundation Schools by using a questionnaire. Also, interviews were conducted with the teachers. Descriptive statistics, frequency distributions and descriptive analysis methods were used to analyze the results. The findings of the study indicated that the students and the teachers perceived that e-learning / sharing portal technology is a useful and also easy to use technology. It was found out that the students and the teachers are satisfied with advantages of the use of this new technology in their learning environment. In the same way, the teachers and the students stated that using the system effected students&rsquo / perceived motivation towards the educational activities in a positive way.

Sammanfattning Syftet med denna uppsats var att redogöra för fem romers erfarenheter av utbildning under perioden 1970–2000-talet. För att uppfylla detta syfte genomfördes en kvalitativ intervjustudie med fem romer som bor i Sverige och som har gått i skola någon gång under perioden 1970–2000-talet. Dessa fem respondenter gav svar på följande frågeställningar: Vilka erfarenheter har romer av skolan, vilka erfarenheter har respondentens föräldrar av skolan och hur anser romer att allas rätt till en likvärdig utbildning bättre kan omfatta alla? Respondenternas svar på dessa frågeställningar analyserades utifrån Pierre Bourdieus begreppsteori, vilken inkluderar habitus, fält, kapital och symboliskt våld. Därigenom gavs en tydligare bild av romers erfarenheter av utbildning under perioden 1970–2000-talet.Sammanfattningsvis framkom att de respondenter som hade haft bra förebilder och som fått stöd och hjälp från skolan, hade klarat skolan bättre och hade även genomgått en längre utbildning. De respondenter som saknade bra förebilder och som inte fick stöd och hjälp från skolan och hemifrån, klarade däremot inte skolan lika bra, vilket resulterade i att de avslutade grundskolan tidigare än de andra barnen. Det fanns dels skolor som försökte hjälpa respondenterna och ge dem det stöd de behövde, dels fanns det skolor som ignorerade respondenternas önskan om stöd och hjälp i skolan. För att förhindra den strukturella diskrimineringen som pågick – och fortfarande pågår – i såväl skolan som i samhället, behövs utbildning för både elever och föräldrar. Uppsatsens slutsatser var följande: ingen vill särskiljas och betraktas som annorlunda; alla behöver bli bekräftade, inklusive romer; det behövs utbildning för både barn och föräldrar för att förhindra strukturell diskriminering, och stöd och hjälp behöver ges till elever som inte får det hemifrån. Begrepp: nationell minoritetsgrupp, romer, diskriminering, respekt, bemötande, utbildning och acceptans. / Abstract The purpose of this paper was to account for Roma experiences of education during the period 1970–2000. Thus, a qualitative interview study was used with five Roma who live in Sweden and who have gone to school sometime during the period 1970–2000. These five respondents provided answers to the following questions: What experiences do Roma have of the school, what experiences did the parents have of the school and how can the education be more including and equal according to Romani people? The respondents answers to these questions were analyzed based on Pierre Bourdieu’s conceptual theory, wich includes concepts such as habitus, field, capital and symbolic violence. This gave a clearer picture of Roma experiences of education in relation to the formal reforms. In summary, the respondents who had good role models, support and help from the school, managed school better and also had a longer education. On the contrary, those repsondents who lacked good role models, support and help from school and from home, did not cope as well, which resulted in them finishing primary school earlier than other children. There were schools that tried to help the respondents and give them the support they needed. However, there were also schools that ignored respondents’ desire for support and help at school. Finally, education for both students and parents was needed to prevent the structural discrimination that was present – and is still present – in both school and in society. The conclusion of this essay was as follows: no one wants to be distinguished as and considered different; everyone needs to be affirmed, including Roma; education was needed for both children and parents to prevent structural discrimination; and support and assistance was also needed for students who did not get it from home. Concepts; national minority group: Roma, discrimination, respect, treatment, education and acceptance.

This study examined the integration of Small Basic as a new technology in computer courses of elementary schools in Turkey and investigated the perceptions of students and teachers of elementary school about the use of Small Basic in their computer courses in terms of its effects on their perceived motivation, perceived usefulness and perceived ease of use. Also, information from teachers about advantages and disadvantages of this technology, and the suggestions of teachers about the use of this technology and the content was gathered. A case study was conducted in the form of an action research / that is, this study used components of case study by action research. The data were collected from 4th and 5th grade students of Plevene Elementary School by using a questionnaire. Also, interviews were conducted with the teachers. Descriptive statistics, frequency distributions and descriptive analysis methods were used to analyze the results. The findings of the study showed that Small Basic is accepted by students and all teachers as a new technology. Also, students and teachers stated that using this technology affected students&#039 / perceived motivation towards computer courses positively. Moreover, the students and the teachers perceived that Small Basic is a useful and easy to use technology. Moreover, it was stated that the students and the teachers are satisfied with advantages of the use of this new technology in their learning environment.