This phenomenological study addressed the lack of understanding of how teachers implement personal devices in the classroom and whether the instruction is constructivist in nature. Although mobile technology is convenient, it is not yet understood if Bring Your Own Device/Technology (BYOD/BYOT) programs encourage a teacher pedagogy shift. The purpose of this qualitative study was to explore the perceptions and lived experiences of 10 teachers in Grades 6 to 12 who had been part of a BYOD/BYOT program for more than 2 years. Data from interviews and lesson demonstrations were analyzed via a constructivist framework first identifying themes and then categories. Teachers perceived that using mobile technology provided the replacement of old tools, instructional planning changes, and the shifting of learning to the students from the traditional design of the teacher as the lecturer to the teacher as the facilitator. Teachers experienced more student engagement and collaboration although they needed to monitor students more carefully to avoid students' being off task and to ensure safety usage of the mobile devices in the classroom. There are implications for social change both on the local and organizational level. Teachers can better understand how their pedagogy aligns with constructivist teaching and learning, and therefore can see where they still need to grow. On the organizational level, school districts may better understand that using technology at first will be used to replace previous pedagogy practices directly and that it will take support and time for technology implementation to impact changes in teachers' philosophy of teaching.

Thesis (M.Comp.)--Unitec New Zealand, 2007. / Includes bibliographical references (leaves 193-1980).

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Laurie B. Dias, committee chair; Randall F. Dobbs, Mary B. Shoffner, Charles Xiaoxue Wang, committee members. Electronic text (333 p.) : digital, PDF file. Description based on contents viewed Apr. 19, 2007. Includes bibliographical references (p. 300-309).

The purpose of this inquiry was to examine the consequences and concerns with the diffusion of Internet2 at Texas A&M University (TAMU). Internet2 is a university-led effort to develop advanced network applications and the network technologies needed to support them. Internet2 adoption at TAMU took place towards the end of the 90s decade with the inclusion of the university in the University Corporation for the Advanced Internet Development (UCAID). This dissertation reviewed the Internet development and its relationship to universities. There were two theoretical models of change used, Diffusion of Innovations and Concerns-Based Adoption Model (CBAM). Specifically, “the consequences of change” was the focus in the Diffusion model, and “the stages of concern” was the focus in CBAM. This study used qualitative methods of inquiry with three sources of information --interviews, observations and archival information (printed and online). Seventeen participants were interviewed during the spring of 2006, selected on the basis of convenience, homogeneous, and snowball sampling. The participants were placed in an area, or an intersection of areas, of a diagram with teaching, research, and support-services realms. Through qualitative analytic induction, emerged twenty categories arranged in five different themes: (1) Texas A&M’s use of Internet2, (2) the dilemma of the information sharing, (3) the influences of Internet2, (4) Internet2 discussion, (5) Internet2 concerns. Internet2’s creation and Texas A&M University’s adoption rationale emerged through the narrative analysis. This study matched partially the frameworks of Rogers and Hall and Hord because a pre-stage of unawareness was necessary to install since Internet2 resulted to be extensively used at Texas A&M University, but with most of the users not aware of it. The audit trail, peer-debriefing, and member checks were the mechanisms installed to guarantee trustworthiness. Qualitative analytic induction and narrative analysis were the research strategies and the report was presented in the manner of a case study and summary of findings.

The purpose of this inquiry was to examine the consequences and concerns with the diffusion of Internet2 at Texas A&M University (TAMU). Internet2 is a university-led effort to develop advanced network applications and the network technologies needed to support them. Internet2 adoption at TAMU took place towards the end of the 90s decade with the inclusion of the university in the University Corporation for the Advanced Internet Development (UCAID). This dissertation reviewed the Internet development and its relationship to universities. There were two theoretical models of change used, Diffusion of Innovations and Concerns-Based Adoption Model (CBAM). Specifically, “the consequences of change” was the focus in the Diffusion model, and “the stages of concern” was the focus in CBAM. This study used qualitative methods of inquiry with three sources of information --interviews, observations and archival information (printed and online). Seventeen participants were interviewed during the spring of 2006, selected on the basis of convenience, homogeneous, and snowball sampling. The participants were placed in an area, or an intersection of areas, of a diagram with teaching, research, and support-services realms. Through qualitative analytic induction, emerged twenty categories arranged in five different themes: (1) Texas A&M’s use of Internet2, (2) the dilemma of the information sharing, (3) the influences of Internet2, (4) Internet2 discussion, (5) Internet2 concerns. Internet2’s creation and Texas A&M University’s adoption rationale emerged through the narrative analysis. This study matched partially the frameworks of Rogers and Hall and Hord because a pre-stage of unawareness was necessary to install since Internet2 resulted to be extensively used at Texas A&M University, but with most of the users not aware of it. The audit trail, peer-debriefing, and member checks were the mechanisms installed to guarantee trustworthiness. Qualitative analytic induction and narrative analysis were the research strategies and the report was presented in the manner of a case study and summary of findings.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains xii, 224 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 169-176).

Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2008. / Includes bibliographical references (p. 209-217).

Title from title page of PDF (University of Missouri--St. Louis, viewed February 9, 2010). Includes bibliographical references (p. 111-130).

Thesis (Ed. D.)--Lehigh University, 2002. / Includes vita. Includes bibliographical references (leaves 110-120).

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains ix, 108 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 90-101).