<p> The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant&rsquo;s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.</p>

<p> The purpose of this study was to examine Kuwaiti mathematical elementary teachers&rsquo; perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers&rsquo; ability to create an M-learning environment. Furthermore, this study sought to understand teachers&rsquo; perceptions about their ability to create a collaborative cloud-computing learning environment that corresponds with the 21st century skills and possibly explain their readiness for future reformation of education in Kuwait. </p><p> Using an Internet-based format to this study quantitative and qualitative data, the Technological Pedagogical Content Knowledge (TPACK) and barriers survey gleaned quantitative information about how mathematics teachers and a head of a mathematics department (n = 562) viewed use of technology as well as the barriers they faced in integrating it into the classroom. Also, qualitative data were collected using a survey of open-ended questions to provide context to survey answers and better understand the barriers and affordance experienced by the participants. Moreover, a 21st century open-ended questionnaire was employed to collect qualitative information from mathematics teachers and head of the departments (n = 21) in regard the their ability to construct a 21st century learning environment based on collaboration and constructivist perspective utilizing a cloud-computing technology. </p><p> Quantitative analysis was utilized to examine elementary mathematics teachers&rsquo; perceptions using the TPACK survey, and the validity and reliability of the TPACK subscales were computed by administering the confirmatory factor analysis. Factors that were elicited were specified as: all seven subscales encompassed in the TPACK survey significantly fit model of factor structures, and the TPACK survey was reliable and valid. In addition, descriptive analysis such as the TPACK subscale means and standard deviations were computed via the SPSS software. </p><p> Qualitative content analysis was used to understand teachers&rsquo; perceptions about their ability to integrate mobile technology, perceptions of the primary barriers and affordance that limited their ability, and their perceptions of their ability to integrate collaborative cloud computing and create a 21st century learning environment based on the constructivist perspective. When analyzed, the self-reported open-ended survey yielded the following specific themes: (a) teachers perceived themselves high in their ability to integrate mobile technology; (b) the primary barriers based on teachers&rsquo; perceptions were budget constraints, IT limitations, time constraints, and administrative support; and (c) teachers perceived themselves high in their ability to integrate collaborative cloud computing to construct a 21st century learning environment based on the constructivist perspective. This study finding could be implemented to create a new modern mathematics elementary curriculum that resolves the current curriculum issues. Future research is recommended in the direction of creating a new mathematical curriculum based on administrators&rsquo;, parents&rsquo;, and students&rsquo; perspectives.</p>

Effective educational agents should accomplish four essential goals during a student's learning process: 1) monitor engagement, 2) re-engage when appropriate, 3) teach novel tasks, and 4) improve retention. In this dissertation, we focus on all of these objectives through use of a teaching device (computer, tablet, or virtual reality game) and a robotic educational agent. We begin by developing and validating an engagement model based on the interactions between the student and the teaching device. This model uses time, performance, and/or eye gaze to determine the student's level of engagement. We then create a framework for implementing verbal and nonverbal, or gestural, behaviors on a humanoid robot and evaluate its perception and effectiveness for social interaction. These verbal and nonverbal behaviors are applied throughout the learning scenario to re-engage the students when the engagement model deems it necessary. Finally, we describe and validate the entire educational system that uses the engagement model to activate the behavioral strategies embedded on the robot when learning a new task. We then follow-up this study to evaluate student retention when using this system. The outcome of this research is the development of an educational system that effectively monitors student engagement, applies behavioral strategies, teaches novel tasks, and improves student retention to achieve individualized learning.

<p> This thesis investigates the impact of gamification on student motivation and learning in several introductory computer science educational activities. The use of game design techniques in education offers the potential to make learning more motivating and more enjoyable for students. However, the design, implementation, and evaluation of game elements that actually realize this promise remains a largely unmet challenge. This research examines whether the introduction of game elements into curriculum positively impacts student motivation and intended learning outcomes for entry-level computer science education in four settings that apply similar game design techniques in different introductory computer science educational settings. The results of these studies are evaluated using mixed methods to compare the effects of game elements on student motivation and learning in both formal and non-formal learning environments.</p>

<p> Professional Development for technology integration into the elementary curriculum has been a costly and frequently ineffective endeavor. The idea for the Tech Buddy model came from this frustration. Teaming a teacher who had high comfort and self-efficacy levels with technology, however who still had much to learn, together with a teacher who was willing to learn, but had low comfort and self-efficacy levels seemed natural.</p><p> The study consisted of 13 educators and one Administrative Intern from the school of study. The study paired a mentor who had a high level of comfort and self-efficacy with ICT integration with a mentee who had a low level of comfort and self-efficacy with ICT integration as measured by a pre-study self-assessment. The pairs were formed using three types; two were same grade level pairs, two were adjacent grade level pairs, and two were nonadjacent grade level pairs. All participants attended one half-day release time per quarter, one two-hour planning time per quarter and one evening stipend time per semester. Three of the six pairs began the study using iPads. Three of the six pairs began the study using Chromebooks. Midway through the study, the pairs all switched in order to use the other devices. The researcher also conducted interviews of each participant midway and at the end of the study. At the conclusion of the study, each participant again took the self-assessment in an effort to determine if the study was affective in increasing comfort and self-efficacy levels with ICT integration into the curriculum. The conclusion of the self-assessment indicated an increase in comfort level and self-efficacy in all participants except one pairing. The results were mostly positive and expected, however, one of the pairing did not show anticipated growth in all areas of self-assessment.</p><p> The conclusion of the study indicated the Tech Buddy program is a viable option for increasing comfort and self-efficacy levels of ICT integration into the elementary curriculum. The use of one particular device over another did not seem of concern. Application of the model should pay particular attention to how each mentor perceives his or her role as mentor.</p>

<p> Providing students with necessary intervention in the instruction of mathematics can be accomplished through the use of digital resources. Schools reaching a one-to-one (one device for every student) status have the ability to implement a digital intervention on a broad scale. For the purpose of this study, mixed methods research afforded an in-depth investigation into the impact of Khan Academy (digital intervention) embedded in a one-to-one program on student achievement, student perseverance with math, and teacher pedagogy within rural schools. The theoretical framework of educational technology integration known as Theoretical, Pedagogical, and Content Knowledge (TPACK) was woven into this study to answer the guiding research questions. While using Khan Academy in a one-to-one setting, participating students were tested twice a year utilizing the Measurement of Academic Progress (MAP) testing procedure provided by the Northwest Evaluation Association (NWEA). The testing data provided quantitative data for the study. In addition, interviews of teachers and administrators were conducted to reveal themes related to teacher pedagogy and student perseverance with mathematical problems. An analysis of MAP scores revealed that 9th- and 10th-grade high school students utilizing Khan Academy in a one-to-one program demonstrated significantly more growth when compared to national norms. The study involved 227 9th-grade and 114 10th-grade students from three rural high schools in the Pacific Northwest. Results from an analysis of means illustrated that each grade level demonstrated significantly greater growth when compared to national norms. When examined at the school level, each of the three sites once again exceeded growth norms. Further analysis of the interviews revealed a pedagogical shift directly related to the use of Khan Academy embedded in a one-to-one program. Themes related to the success of the program include the ability of Khan Academy to fill individual gaps and practice skills to mastery, the importance of student and teacher buy-in, and the ability for students to have daily, individual access to devices. Furthermore, the interviews revealed teachers and principals did not agree on whether Khan Academy impacts student perseverance; however, a theme related to Khan Academy&rsquo;s ability to impact confidence with math did emerge. This study fills gaps in the existing literature regarding the academic and pedagogical impact of Khan Academy on teaching and learning. In addition, this study addresses a gap in the literature regarding rural schools&rsquo; use of a digital mathematical intervention program as a means of blended learning. Implications for educational policy can result from this study given the current political climate surrounding one-to-one and blended learning deployments. This study demonstrates that when one-to-one deployments are paired with the use of Khan Academy, student achievement can be positively impacted.</p>

<p> In Fall 2014 over 460,000 students enrolled in the 23-campus California State University system; unfortunately, more than 20,000 qualified applicants were denied admission due to capacity and budgetary constraints. In response to continued overcrowding, the Chancellor's Office and Board of Trustees are investigating "bottlenecks," defined as anything limiting students' ability to graduate in a timely manner. Blended learning, a pedagogy combining face-to-face and computer-mediated instruction, presents a potential solution to alleviate overcrowding and bottleneck problems. </p><p> In an effort to investigate the extent to which student demographics and performance analytics explain student success outcomes in a popular blended learning psychology course, an explanatory sequential design was used to study 18,254 students enrolled in the course between 2006 and 2014. In the initial quantitative part of the design, logistic regression and traditional regression analysis were used to determine the predictors of those who chose to drop the course, those who ultimately passed the course, and then to investigate why some students received higher grades than others. Results revealed that race, gender, age, socioeconomic status, and early course participation were key predictors of success.</p><p> Some of the most significant findings &ndash; which included the fact that Mexican American, African American, and Filipino students were less successful in the course than their White counterparts &ndash; were examined in more detail in the qualitative part of the study that followed. Specifically, students who self-identified within these race/ethnicities provided a nuanced look at their own course experiences by completing questionnaires and interviews for the study. Thematic findings revealed socioeconomic status, time management, parents' education, and students' campus community as factors contributing to course performance. </p><p> This study represents one of few large-scale analyses of a blended learning environment focused upon learner outcomes, and it serves to inform the evaluative work surrounding student success interventions, including the ability to predict and understand student risk characteristics for dropping, failing, or performing poorly within a blended learning environment. Understanding the many reasons students engage in less successful behavior may inform student success strategies and alleviate bottlenecks, especially as the prevalence of blended learning courses increases within the California State University system.</p>

No description available.

This study investigates the issue of gender differences in computer-based foreign language activities. The experiment, conducted at the University of Arizona in the Fall of 1992, used as subjects students (N = 60) enrolled in intermediate French classes. Students were assigned to mixed- or same-gender dyads. All dyads engaged in a French cooperative task at the computer. The software-based pre- and posttests were composed of two parts: (1) vocabulary pertaining to description of people, and (2) geographical knowledge. Gain scores indicated no significant difference in overall learning between genders and dyad types. Further analysis of subscores revealed that females outperformed males significantly (p =.02) in learning vocabulary pertaining to description of people. Males outperformed females numerically in learning geographical facts. Differences between mixed- and same-gender dyads suggest that females tend to acquiesce to male factual preferences in mixed-gender dyads. The analysis of interaction patterns at the computer revealed that females tended to share keyboard control more than males in same-gender dyads. And, males tended to use more management statements with female partners than with male partners. Results from the MBTI personality test indicated that males and females tended to have different learning profiles. The analysis of gain scores indicated that overall, NFs and NTs learned significantly more than STs. Personality profiles also showed a significant effect (p =.03) on keyboard control. EJs controlled the keyboard significantly more than the other types. Likewise, results revealed a significant effect of personalities on overall amount of talk (p =.04), management statements (p =.02), and task statements (p =.06). EJs spoke more and used more management statements than the other types when in control of the keyboard. When not in control of the keyboard, EPs and IJs spoke more than the other types. Interestingly 'non-keyboard controllers' tended to compensate for the lack of keyboard control with verbal control. The overall results of this study established that learning achievement and interaction patterns were more strongly related to personality differences than to gender differences.

<p> A qualitative multicase study utilizing content analysis and qualitative coding techniques was conducted to explore the influence of the use of digital backchannels on student interaction and reflection during an in-class discussion. Data were collected from six front channel transcripts and twenty backchannel transcripts, which resulted from six backchannel discussions that were conducted in three different teacher education courses. Additional data were gathered from participant interviews of seven students who were enrolled in the participating courses. The outcome of the research indicates two main themes developed in regards to the influence of digital backchannels on student interactivity: (1) The content chosen for backchannel discussions influenced student &ndash; content and student &ndash; student interaction and (2) The design of the backchannel activity affected all three types of interaction. The content analysis indicated there was limited variation in the amount of dialogue dedicated to discussing content. Interaction with content was apparent in all six class sessions, and the nature of the digital backchannel activity encouraged interaction with content at a relatively high level, with evidence of students building knowledge, drawing conclusions, and asking additional questions throughout the activity. The structure of the backchannel design also influenced student interactivity. Three factors were instrumental in determining how interaction was affected: (1) Whether or not the separate backchannel groups were connected digitally to the front channel group, (2) The role the instructor took throughout the activity, and (3) The seating arrangement and number of group members in the backchannel groups.</p><p> The following primary theme emerged in relation to the second research question, which considered the influence of digital backchanneling on reflection: (1) Student reflective thinking was present and supported throughout the activity. All twenty-six front and backchannel transcripts displayed evidence of reflective thinking as measured by Rodgers (2002) criteria for reflection in an educational setting. The seven students interviewed agreed this type of thinking took place during the activity, and the technique gave them the opportunity to reflect more as compared to a verbal in-class discussion. Additionally, all seven students felt they would utilize the educational technology in their future classrooms, directly connecting their experience with current situations and new ideas.</p><p> Lastly, the third research question was designed to explore the overall learning experience associated with backchannel discussions. Two primary themes resulted in relation to the third research question (1) Digital backchanneling resulted in a meaningful, positive, and focused learning experience, and (2) Millennials/digital natives seem to be less comfortable with technology and multi-tasking when used in an educational environment.</p>