Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems and Workforce Development. / Title from title screen. Includes bibliographical references.

Recent changes to the UK higher education sector, including a rise in numbers and diversification of the student body, resultant larger class sizes and student: staff ratios, greater modularisation of courses with fewer coursework assignments, and students having less face-to-face contact with teaching staff, have presented numerous challenges. The parallel rise in the use of digital technologies in professional practice, despite calls for their adoption in order to personalise learning, can often be seen to exacerbate the perceived dehumanising effect of this massification. Amid a growing discourse highlighting the importance of feedback to student learning, the focus of this study centres on the use of digital audio feedback with first year undergraduates. Eschewing the positivist approaches that are prevalent in learning technology studies, the aims of the research are to understand the student experience of audio feedback in order to inform both professional practice and policy. Drawing on semi-structured interviews with first year Education Studies undergraduates, the research is a phenomenological study of the lived experience of participants through open and honest dialogue in order to arrive at a situated and negotiated understanding. In conducting a deeper and structural investigation that researches with people, the study moves beyond any technologically deterministic view, and sets any understanding in the wider context of students’ own interpretation of the feedback process, and as such shifts the discourse from technological affordance to pedagogical experience. Whilst the use of audio feedback is seen to alleviate the failures of communication often identified in the feedback process, the findings are also seen to be significant in terms of dialogic perception, studentship and engagement, as well as facilitating a shift from statement to discourse and the possibility of establishing more meaningful learning relationships with students.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-25T22:44:52Z No. of bitstreams: 1 FabianaLima.pdf: 7393691 bytes, checksum: 3844014e118ebc7d196930bd127090fd (MD5) / Made available in DSpace on 2016-08-25T22:44:52Z (GMT). No. of bitstreams: 1 FabianaLima.pdf: 7393691 bytes, checksum: 3844014e118ebc7d196930bd127090fd (MD5) Previous issue date: 2015-09-30 / We live in a period of political transformations, economic, social and cultural, all the time, in the imposing challenges. In this context, in recent decades, the use of technology has been extended in several everyday activities, dissemination of information, in the communication, as a means of expression and organization of society. The school, while social institution, needs to recognize this new reality, this different possibility of acquisition and processing of knowing, so that it can intervene, resign and redirect its action in order to meet the demands of its time. The general objective of this research, from the presentation and analysis of experiments with the use of information technologies and knowledge, reflect on how to put these tools in the process of teaching and learning in school from the view of teachers and students, aiming at the integral formation of the learner. In this way, development, understand each other as necessary to meet and consider the historical context, as well as school-related prospects and its protagonists (teachers and students) in the information and knowledge society. We emphasize the importance of teaching staff (training) and its role as a mediator in the process of learning, as well as receiving to technology, watching this performance space and function. We emphasize the use of TDIC experiments performed by teachers and students as the game production, scientific journals, writing stories, artistic productions, blogs, vlogs, discussions in groups present in social networks. The methodology used in this research is qualitative, action research mode and narrative, in function of the involvement with the Group and with the activities developed, in which participants share their personal stories with the researcher and learning related to actions or activities that perform, providing information and relevant evidence about the process of formation over time. The literature review was performed by means of bibliographical and documental analysis in books, theses, dissertations, specific journals on the subject, in addition to articles published on the Internet. The data were collected through informal conversations, semi-structured interviews and filming of the reports. The analysis was carried out from the phenomenological hermeneutic approach, which seeks to describe and interpret phenomena of human experience in order to investigate the essence through the identification of themes. The results point to the need for and possibility of expanding the use of TDIC as resource in the teaching and learning process, through training, dialogue, interaction, intentionality, expectations, hopes and their developments. / Vivemos um período de transformações políticas, econômicas, sociais e culturais que, a todo instante, nos impõe desafios. Neste contexto, nas últimas décadas, o uso da tecnologia tem sido ampliado na realização de diversas atividades cotidianas, na divulgação de informações, na comunicação, como forma de expressão e organização da sociedade. A escola, enquanto instituição social, precisa reconhecer esta nova realidade, esta diferente possibilidade de aquisição e transformação de saber, para que possa intervir, ressignificar e redirecionar sua ação, a fim de atender as demandas de seu tempo. O objetivo geral desta pesquisa, a partir da apresentação e análise de experiências realizadas com o uso de Tecnologias da Informação e Conhecimento, é o de refletir sobre como inserir estas ferramentas no processo de ensinar e aprender na escola a partir da visão de professores e alunos, visando a formação integral do educando. Deste modo, no desenvolvimento, entendemos como necessário conhecer e considerar o contexto histórico, bem como as perspectivas relacionadas a escola e seus protagonistas (professores e estudantes) na chamada Sociedade da Informação e do Conhecimento. Ressaltamos a importância do docente (sua formação) e seu papel de mediador nos processos de aprendizagem, assim como a recepção à tecnologia, observando função e espaço de atuação desta. Destacamos experiências com a utilização de TDIC, realizada por professores e alunos, como a produção de game, revistas científicas, escrita de histórias, produções artísticas, blogs, vlogs, discussões em grupos presentes em redes sociais. A metodologia utilizada nesta pesquisa é qualitativa, na modalidade de pesquisa-ação e narrativa, em função do envolvimento com o grupo e com as atividades desenvolvidas, nas quais os participantes compartilham com o pesquisador suas histórias pessoais e de aprendizagem relacionadas às ações ou às atividades que realiza, fornecendo informações e indícios relevantes sobre o seu processo de formação ao longo do tempo. A revisão de literatura foi realizada por meio de análise bibliográfica e documental em livros, teses, dissertações, periódicos específicos sobre o assunto, além de artigos publicados na Internet. A coleta de dados foi realizada a partir de conversas informais, entrevistas semiestruturadas e filmagem dos relatos. A análise foi realizada a partir da abordagem hermenêutico-fenomenológica, que busca descrever e interpretar fenômenos da experiência humana, a fim de investigar a essência por meio da identificação de temas. Os resultados apontam para a necessidade e possibilidade da ampliação da utilização de TDIC como recurso no processo de ensino e aprendizagem, por meio de formação, diálogo, interação, intencionalidade, expectativas, esperança e seus desdobramentos.

<p> The purpose of this qualitative narrative inquiry was to explore how African American Online doctor of management students perceived engaging support to maintain motivation throughout the dissertation writing process. The study involved collecting and analyzing data from 10 African American online doctoral students who matriculated into an online doctor of management program or had completed the dissertation writing process. Participants shared perspectives on support through narrative storytelling and answered open-ended questions that described individual perceptions of engaging support to maintain motivation during the dissertation writing process. The general research question was as follows: How do African American online doctoral of management students engage support to maintain motivation during the dissertation witting process? Four themes emerged from the findings. The four themes were faith based support, collaborative coaches versus autonomous coaches, traditional faculty support versus nontraditional support, and chair lack of encouragement versus encouragement. The major implication was support to maintain motivation in an online learning environment must include communications and socialization on an ongoing basis during the dissertation writing process. Doctor of management organizational doctoral program leaders may use this study to examine doctoral student support issues, chairs&rsquo; encouragement strategies, and the need for dissertation coaching. The conceptual framework for this qualitative narrative inquiry was Bandura&rsquo;s (1997) self-efficacy theory, Atkinson&rsquo;s (1957) expectancy value theory, and Vygotsky&rsquo;s (1978) social constructivist theory.</p><p>

TITLE: Cloud Computing at the Secondary School AUTHOR: Bc. Aleš Přikryl DEPARTMENT: IT & Technical Education Dept. SUPERVISOR: Mgr. Petra Vaňková ABSTRACT: This diploma thesis focuses on one of the most important phenomena present in IT called cloud computing. Cloud computing has the potential to significantly affect the way of the use of digital technologies in education, by extension, in the school environment. The thesis deals with the possibilities of utilising cloud technologies in the secondary school environment. Questionnaire survey gathers the information about the use of cloud computing by the staff of secondary schools in the Czech Republic and proposes comprehensive solutions of cloud computing usage via the cloud-based service Google Apps for Education. KEYWORDS: cloud computing, digital technology, Google Apps for Education, secondary school, education

<p> Online foreign language course offerings have grown exponentially in secondary and post-secondary schools during the last two decades. Although numerous instruments and surveys exist to assess readiness for a student to take online courses, insufficient research has dealt with the particularities of learning a foreign language online. This study was designed to ascertain the attributes that determine readiness for the online foreign language student. In addition, questions used in the Educational Success Prediction Instrument 2^nd Version, ESPRI V-2, an instrument created to test online readiness for secondary students, were presented to the participants to determine if the instrument would be efficient to evaluate online foreign language readiness. Those surveyed and interviewed were online instructors of foreign language who: taught the foreign language at least two years; taught foreign language at least six months online; and were willing to participate. Data were gathered via a 25 question Google Survey, as condensed by John Siko (2014), which included four open ended questions pertaining to foreign language instructors&rsquo; experience and opinions as well as one to assess their willingness to participate in an interview. The results led to verification of the appropriateness of four attributes used in the ESPRI V-2: achievement and self-esteem beliefs (motivation), responsibility/risk-taking, technology skills and access, and organization and self-regulation (learner autonomy). In addition, a sub-component of motivation, or having a concrete motive for learning the foreign language, was found to be an indicator for online FL readiness.</p><p>

<p> Geospatial thinking and reasoning skills (GSTR) are currently not routinely integrated into public health curriculum for undergraduate students in institutions of higher education.&nbsp;&nbsp;However, integrating GSTR skills into curriculum has been shown to increase spatial thinking skills which leads to better cognitive thinking and problem solving skills.&nbsp; An <i>Examining Vector Borne Disease Transmission</i> (EVBDT) curriculum unit was developed using the geospatial curriculum approach to investigate malaria, dengue fever and zika disease patterns and spread in relation to the environment and to promote GSTR.&nbsp;&nbsp;The purpose of this design based research study was to understand public health content learning and GSTR skill acquisition with undergraduate learners through use of the geospatial curriculum approach. The undergraduate students who participated in this study (n = 95) were enrolled in public health content classes at two separate institutions.&nbsp;&nbsp;Data was collected for this study using a classroom observation instrument, pre-test and post-test measures for the Spatial Habits of the Mind (SHOM) survey, a pre-test, post-test 1 and delayed post-test 2 EVBDT assessment that included public health content and GSTR skill items, as well as a post implementation survey to understand students&rsquo; perceptions of GIS use in the curriculum.&nbsp;&nbsp;Findings demonstrated significant mean differences showing growth in public health content learning and GSTR skills. Three GSTR subscales&mdash;inferences, relationships, and reasoning&mdash;resulted in significant gains.&nbsp;&nbsp;Additionally, results revealed complete adherence to the design principles of the geospatial curriculum approach during implementation. The findings provide support that Web GIS with appropriate curriculum design can engage students and impact both learning outcomes and geospatial thinking and reasoning skills in public health education.</p>

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It is known that families of children with disabilities need to be included in partnerships with schools to promote maximum benefit for the child. Schools need to find a way to promote these partnerships without severely impacting resources. Although television is sometimes perceived as the "enemy," perhaps it can serve as the medium through which the beneficial partnerships can be promoted. Perhaps it can simultaneously be utilized as the means for extending learning time for children. Television could become a beneficial teaching tool, for both parents and children. A series of three videotapes was prepared, including a "host family" and teachers on each. The "host family" read a story, depicted how a particular term or concept could be utilized while performing routine tasks, and presented how they had resolved an issue. The teachers introduced the families, targeted concepts and presentations, and provided music and additional books. A theme song, written and sung by a parent, was also included. Each tape was viewed by families from four Special Needs Preschool classes. The families represented both peer model and program children. The teachers were known to families from two of the classes. After viewing each of the tapes, parents responded to a questionnaire. Upon completion of the viewing, questionnaires were analyzed to determine if parents, children and siblings had viewed the tapes and how often, if follow-up activities had been attempted by them, and if the tapes were perceived as beneficial. Additionally, questionnaires were analyzed in order to determine if familiarity with performers or status as peer or program family affected responses. It was found that families did view the videotapes, many families attempted activities, and the tapes were perceived as very beneficial. Familiarity with performers made a positive difference, and both peer and program families responded favorably. Findings strongly indicate that videotapes can serve as a very beneficial tool, and they are especially effective when the child's teacher is one of the performers. Teachers and families should work cooperatively to prepare this highly effective Video Bridge.

No description available.