Thesis (Ph.D.)--Ohio University, June, 2006. / Title from PDF t.p. Includes bibliographical references (p. 154-160)

The purpose of this study was to describe and identify Sedgwick High School’s teacher and student perceptions of the impact of one-to-one laptop computer access using an appreciative inquiry theoretical research perspective and the theoretical frameworks of change and paradigm shift. An appreciative inquiry theoretical research perspective was used to structure a qualitative, embedded descriptive case study design. An embedded case study design was used to describe the perceptions of high school teachers and their students who were involved in a one-to-one laptop computer wireless environment on student learning and how teachers teach. Data were collected through teacher and student focus groups, as well as administration of the Left-Hand Right-Hand Column Case Method. Data were analyzed using the comparative analysis matrix method (Miles & Huberman, 1994). The analyzed data revealed six salient findings: (1) Students functioned in the capacity of teacher, (2) technology changed the way teachers and students communicated, (3) the culture of the classroom dynamics between teacher and student changed, (4) technology made learning enjoyable for students, (5) teachers and students believed immersion in a technology-rich learning environment created advantages for student success after high school graduation, and (6) teachers believed that access to ubiquitous technology created new challenges for maintaining student engagement in the learning process. Five of the six findings suggested that technology had changed teaching and learning, and helped to create a paradigm shift in the teacher and student roles. Additionally, those findings also identified the positive core of Sedgwick High School, serving to describe the life giving forces within the organization. One of the six findings revealed challenges associated with the application of emerging technology in the classroom. The findings from this study have the potential to contribute to areas of study that focus on the use of technology in schools. Moreover, research from this study has the potential to help serve as a foundation for other school leaders who are seeking opportunities that prepare students for life in the technology-rich 21st Century through one-to-one laptop computer access. / Thesis (Ed.D.)--Wichita State University, College of Education. / "May 2006." / Includes bibliographic references (leaves 129-145).

A recent survey of studies related to digital libraries concluded that students use and like electronic resources. However, the results of access studies show that actual use of online content is relatively low, with only 10-20% of students making regular use of the content. This is because navigation to the online content in these collections is not convenient, requires multiple steps in order to reach relevant content, and is not integrated into a students natural workflow. In our research, we have designed, deployed, and evaluated a method for making content available to students that targets the content to their current need and is designed as an alternative yet cooperative method of access to a well-structured set of course content. Since notes are both integral to lecture classes and generally ubiquitous, it is a natural target for connecting the student with available content. Pen technologies and mobile devices make it possible for us to capture student notes and enhance them with embedded access links to relevant content. In our initial interface, NoteNexus, instead of delivering content as the result of a student search query or browsing activity, we embedded links to the content into the students notes. NoteNexus did not produce a change in the student use of online content. C-Nexus was designed and developed from the results of the NoteNexus study. C-Nexus was successful in increasing the student use of online content.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 468-483). Also available online.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 132 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 117-130).

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains vi, 117 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 74-77).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed January 5, 2010). PDF text: vi, 138 p. : ill. ; 1 Mb. UMI publication number: AAT 3360493. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-173). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Includes vita. Includes bibliographical references (leaves 188-197). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.