Public education has been in a recession many years longer than our economy and unless we make some attempt to break from the past the outlook for public education in the state of Massachusetts looks bleak. This study discusses the status of experienced teachers working in public schools in ten communities in Massachusetts. Using the telephone interview survey the research shows a lack of technological skills among the participants and demonstrates a definite need for retooling the seasoned teacher. Public schools do many things well but very often we find our school systems short on finances and short on long-range planning. This is especially true in the areas of staff development. There are still many educators who are still professing that our traditional teaching methods are adequate to address the needs of today's student. The survey relates the responses of one hundred teachers regarding their knowledge and expertise in the use of computers and the use of computers in education. Retooling the experienced teacher is essential to the success of our public schools. Among the towns surveyed all ten of the communities reported that seventy-five to eighty percent of their teaching staffs are on the maximum salary step. The subjects of this study ranged from twenty years of experience to thirty-four years. The literature review indicated that very little research has been conducted around the topic of teacher training in technology. Most of the literature and research has been dedicated to the promotion of various brands of computers and various software programs and very little on the needs of the classroom teacher in the age of technology. All of the subjects surveyed recognized the prominence of computers in education and also showed a willingness to be trained to make use of the computers available to them. This study discussed the responses of the teachers and their suggestions for staff development.

This case study describes how the language arts learning process of one fourth grade class in a public elementary school was influenced by having an audience for their school work. Students were involved in collaborative writing, reading, and peer review. Their work was audiotaped and resulted in a radio program, "Kid's Talk", which was aired on a local AM radio station. An existing body of research literature examines numerous radio programs that are available for children. However, there is relatively little work that has been done involving children creating their own radio programs, the processes involved, and the motivational aspects of such work. This study adds to the body of research regarding these factors. This dissertation draws on qualitative research techniques. It utilizes interviewing, student journals, and both parent and student questionnaires, offering several different perspectives of how the participants were affected by their awareness of an audience. Issues addressed include students' reactions to having an audience for their work; the classroom teacher's description of day-to-day experiences while creating the programs with the students; and also the parents' reactions as they witnessed the process through observations of their children. Finally, this work looks at educational benefits derived by the students from working together on a project that involved each member of the class.

<p>The emergence of social media technologies (SMT) as important features of life in the twenty-first century has aroused the curiosity of teachers and scholars in higher education and given rise to numerous experiments using SMT as tools of instruction in college and university classrooms. A body of research has emerged from those experiments which suggests that SMT may be useful in promoting student learning and improving academic outcomes. However, as of yet the evidence from that research is scant and inconclusive. The study described here was designed to contribute to that body of research by investigating whether or not requiring students to use a microblog&mdash;Twitter in this case&mdash;in a community college history course would help students display higher levels of attainment of content-based course learning outcomes on traditional types of assessments. Student activity on Twitter and performance on traditional types of assessments were quantitatively tracked and evaluated according to a number of specialized rubrics, the results of which were integrated into a series of hierarchical regression analyses. Qualitative data was also collected in the form of open-ended questionnaires in order to provide insight into how students perceived of and used Twitter as an instructional tool. Data obtained through both methodologies were integrated into the final analysis. The results of this study suggest that microblogs can be an effective platform for teaching and learning when the instructor is experienced in the use of the medium, deliberate in how it is used, and highly engaged during use. </p>

<p> Accountability measures, by way of standardized curriculum and assessments, have played a large part in the attempt to ensure that students from all backgrounds receive equal access to quality education. However, the inherent disadvantage of a standardized system is the implied assumption that all students come in with the same knowledge, learn at the same pace, and learn the same way. In the wake of an increasingly diverse K-12 population, educational researchers, learning theorists, and practitioners agree that the concept of the average student is, in fact, a myth. Students come to school with different needs, norms, interests, cultural behavior, knowledge, motivations, and skill sets. In order for education to properly address the issue of equity, the issue of learner variance must first be attended to. </p><p> In 2010, the U.S. Department of Education released its educational plan encouraging teachers to address student variance through more inclusive learning environments. The report highlighted Blended Learning (BL) and Universal Design for Learning (UDL) as promising practices in enabling, motivating, and inspiring all students to achieve regardless of background, language, or disability. Research suggests that the combination of these two approaches could lead to transformative teaching practices that dramatically impact student learning. However, the efficacy of such a model has yet to be tested. </p><p> This study tested the efficacy of a Blended Universal Design for Learning (BUDL) model in improving student outcomes. An experimental design was used to explore the impact of a two-week BUDL intervention in an accelerated 7^th grade math class. The effect on student achievement, engagement, and perception was measured. Both quantitative and qualitative data were collected. Though results from the study were statistically insignificant, possible positive associations between a BUDL intervention and student achievement, engagement, and perception emerged. Considerations for clinical significance, suggestions for improvement on the BUDL model, and implications for future research are discussed.</p>

<p> A student&rsquo;s ability to achieve his or her goal in an online course depends on the quality of the material presented by the instructor, and the motivational aspect of the student before committing to an online course. However, neither of these can be reached to their maximum if the dominant learning styles of students are not uncovered prior to enrolling in an online course. With the quick expansion of online learning in higher education, proper protocol has not been taken in order to help millennials reach their full potential, by allowing instructors to help identify methods to communicate with the students through an online platform. To maximize the impact of these two aspects, the dominant learning styles of millennials must be uncovered. The purpose of this quantitative study was to examine the dominant learning styles of millennials enrolled in an online business course, on order to provide instructors with insight of how to present course material to students in an online platform. The population consisted of 37 millennials enrolled in three separate online business courses at a California State University. Data were collected using one research instrument, the Building Excellence (BE) Learning Style Survey, consisting of approximately 120 questions. The survey instrument was used to measure the dominant learning styles of the participants among 28 different elements among six categories (perceptual, psychological, environmental, physiological, emotional, and sociological). The study looked into the perceptual category to reveal a strong necessity of millennials preferring to learn material by having it presented using visual images, and/or visual text. By improving the method of instruction in an online business course to incorporate with these learning styles, instructors can maximize their ability to teach students.</p>

<p> Personalized learning is not a new concept and can be traced back to the 1700s, but it has become increasingly popular in today&rsquo;s schools (Bray &amp; McClaskey, 2015). With the high rate of technology introduction into classrooms, the implementation of personalized learning has become easier as instruction shifts from teacher-led to student-centered (Grant &amp; Bayse, 2014). The purpose of this study was to identify the role of technology in personalized learning and to determine if the implementation of the pedagogy had an effect on student achievement scores. Elementary classroom teachers and elementary principals served as the participants for this study, which was conducted in a southwest Missouri school district. Teachers rated their personal level of personalized learning implementation on a survey. The rating was compared to mean student scale score gains in reading and mathematics, as measured on the i-Ready Diagnostic Assessment. Teachers and administrators also identified how technology impacted personalized learning in their classrooms or buildings. After an analysis of the data, it was determined there was no statistically significant correlation between the degree of implementation of personalized learning and student achievement. According to survey responses, 89% of educators agreed technology eased the implementation of personalized learning, and the teachers and administrators indicated using technology for research and accessing resources outside of the classroom as the most frequent use for devices.</p>

<p> There is an increasing demand for more baccalaureate- and graduate-prepared registered nurses in the United States, to face the healthcare challenges of the 21st century. As a strategy to meet this need, educational institutions are expanding electronic learning in nursing education; however, technology acceptance in education continues to be a concern for educational institutions. In this context, the goal of the study was to investigate factors that potentially influence registered nurses&rsquo; intentions to adopt e-learning systems. A theoretical model was used to determine whether perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses&rsquo; intentions to use e-learning systems. </p><p> A web-based survey was used to assess the effect of the aforementioned constructs on registered nurses&rsquo; intentions to use e-learning systems. The web-survey instrument was developed as a multi-item questionnaire using Likert-type scales. A 35-item survey instrument was developed using previously validated measurable items. The target population of this study was registered nurses in South Florida. The sample for this study was 323 (over 21% response rate) registered nurses at two hospitals in South Florida. </p><p> Multivariate analysis was conducted using structural equation modeling and robust standard errors with the Satorra-Bentler adjustment. The results revealed that perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses&rsquo; intentions to use e-learning systems. Findings from this investigation may be of interest to educational institutions preparing to make investments in e-learning systems. The information provided in the study will allow administrators in higher educational institutions to make decisions on ways to address the challenges that may be affecting e-learning acceptance by registered nurses.</p>

<p> Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. </p><p> The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as &ldquo;at-risk&rdquo; for failing high school courses. </p><p> The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed &ldquo;at-risk&rdquo; for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students. </p>

<p> Corporations seek Master of Business Administration (MBA) students who are ready to perform upon hiring. Business schools need to align instructional practices and technology with student, accreditation, and marketplace demands. Complex simulation use has increased exponentially to provide MBA students with business experience in the classroom. Methods to assess the effectiveness of complex simulations to achieve learning outcomes is limited to student perceptions of learning, satisfaction, and direct assessment separately. The purpose of this quantitative ex post facto comparative study was to examine MBA students&rsquo; perception of learning to real performance in integrative courses with complex simulation. Archival MBA student Peregrine COMP&trade; pretest, posttest, and SIRII&trade; scores were analyzed using independent t-test, paired sample t-test, and Pearson <i>r</i> coefficient. MBA students perceived higher levels of learning in courses with complex simulation based on the statistically significant increase in SIRII&trade; scores over courses without simulation. Another key finding from the quantitative study was the statistically significant negative correlation of students&rsquo; perception of learning to actual performance. Positive student perceptions of learning could hide a complex simulation&rsquo;s inability to meet student learning outcomes, according to the statistically significant decrease between pretest, and posttest Peregrine COMP&trade; scores. Based on the quantitative correlation analysis of student perceptions of learning to actual performance, MBA administrators and faculty need to evaluate the use of instructional technology from multiple data points to avoid applications that offer minimal value to achieving learning outcomes. Future research opportunities could include a larger MBA population from multiple regions of the United States. Additional studies could investigate undergraduate perceptions of learning to actual performance to assess any benefit from complex simulations.</p>

<p> Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department&rsquo;s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training. </p><p> The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course. </p><p> The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.</p><p>