Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Berlin, Freie Universiẗat, Diss., 2003. / Dateiformat: zip, Dateien im PDF-Format.

The purpose of this explanatory single-case case study was to investigate teachers' perceptions of a principal's leadership behavior associated with the integration of a one-to-one laptop program in a parochial secondary school. The sample included the school principal and teachers who have had at least one year of teaching experience at the parochial school with laptop computers. Owing to a mixed methods case study approach, data was collected from four sources: a semi-structured personal interview with the school principal, semi-structured personal interviews with teachers, a focus group interview with teachers, and teachers' completion with an electronic version of the Principal Leadership Questionnaire. These multiple forms of data were collected to support data-rich triangulation on the same set of research questions. SPSS was used to assist with data analysis of the electronic survey. Cronbach's alpha was used to determine the reliability of the instrument. Themes were extracted from the semi-structured personal interviews and focus group. The findings from this study provided teachers' perceptions of a principal's leadership behaviors associated with the integration of a one-to-one laptop program for students in a parochial secondary school.

This research was conducted during the 2009-2010 school term as a case study of a large school division’s technology initiative after eight years to chronicle its effect on high school business and marketing teachers’ use and integration of technology. The 18 teachers were business and marketing teachers from eight high schools, two technical centers and one alternative school who participated in the one-to-one laptop initiative from its inception and who were asked to participate in the study. A web-based survey on technology use and adoption was administered to 18 high school business and marketing teachers. The researcher conducted a total of four unannounced observations of each teacher’s instruction, specifically for technology use, by using the Instructional Technology Resource Teachers’ Technology Integration form. Additionally, the teachers were asked to participate in one of two focus group interviews to determine their level of technology use along with their perceptions regarding the technology initiative and its effect on their instruction and teaching strategies. This case study has relevance to school districts with technology initiatives or districts considering adopting one. The high school business and marketing teachers’ vantage point provided unique information about the effect a one-to-one laptop initiative has made on business and marketing teachers’ technology use over the last eight years. The effect that a comprehensive, one-to-one initiative had on business and marketing high school teachers’ technology use was twofold. First, instruction was affected. Teachers and students were found to manage data electronically, the amount of and methods for teachers’ communication changed, and exemplars surfaced. Second, challenges emerged. Teachers’ classroom management responsibilities included laptop monitoring, access issues as a consequence of network filtering policies, and a need for additional technology-based professional development for teachers and time to practice new skills. While some positive effects were visible, eight years into the one-to-one laptop initiative problems were evident, and administrative support as well as teacher acceptance seemed to play an important role in teachers’ willingness to regularly and enthusiastically modify their pedagogy to include technology in teaching strategies and student lessons.

Det har de senaste åren pågått en debatt inom den offentliga sfären huruvida datorer har en plats eller inte inom skolan. På senare tid har denna debatt gått från om till hur datorer skall integreras i skolan och förespråkare och motståndare innefattar både lärare, forskare och utbildningsministern. Forskning inom området IKT och lärande pekar på flera fördelar med att använda datorer inom skolan men området är fortfarande växande till följd av den stora förändring som IKT i skolan betyder. Studier visar bland annat att användandet av IKT kan höja elevers akademiska prestationer och föra skolan närmre elevernas livsvärld. Detta menar forskare kan höja elevers prestation och gynna dem i en globaliserad värld av kunskap. Den nya situation som IKT skapar gör också att skolans upplägg måste problematiseras. Lärare sitter inte längre på all kunskap i klassrummet och elever måste anpassa sig till detta. Syftet är att undersöka hur lärare och elever förhandlar om sina positioner inom skolan med elevdatorn i åtanke. Genom att genomföra kvalitativa intervjuer med elever och lärare i gymnasieskolan samlades empiri in till en diskursanalys. I denna analys undersöktes hur vissa betydelser av elevdatorn innefattades i skolans praktik och vissa uteslöts. Resultatet visade att lärare aktivt inkluderar vissa specifika betydelser av elevdatorn samtidigt som de lämnar andra uteslutna eller odefinierade. Som en konsekvens av detta måste eleverna hantera lärarnas och skolans restriktioner gentemot deras egna uppfattningar om elevdatorn. Den konflikt som vanligen uppstod var när lärare och elever inte hade samma syn på vad datorn var, vad som var relevant för skolan, och rätten att bestämma detta var återkommande i skolans vardag. Skäl som angavs för dessa konflikter var bland annat bristande disciplin bland eleverna, okunskap hos lärare, ovilja att släppa traditionella läromedel och svårigheter att hantera elevdatorerna som många gånger sågs som någonting pådyvlat ovanifrån.

This research study is an investigation that describes how intermediate mathematics teachers use laptop technology in their classrooms and the influence of this technology on mathematics teaching and learning using the framework of the Ten Dimensions of Mathematics Education (McDougall, 2004). This study was a qualitative analysis of the experiences of six teachers, as well as the classroom environments they created with the use of technology. Data were gathered using a variety of methods including observation, field notes, interviews, and surveys. Previous research suggests that mathematics teachers have not used laptops frequently, and when they are used, they are used in traditional ways. This study shows that there is potential for mathematics teachers to be effective implementers of laptop technology. The role of the teacher in the studied one-to-one laptop classrooms became one of a facilitator. These teachers were able to be more student-centred in their delivery of the mathematics curriculum. These teachers were also more creative and they were able to use multiple resources to demonstrate mathematical concepts. Because of the wide variety of resources available, these laptop classrooms were more exploratory in nature. These teachers faced barriers such as students being distracted and the extra time it took to plan lessons. The participants indicated that these barriers could be overcome by being patient with their students and by collaborating with their colleagues. Using the framework of the Ten Dimensions of Mathematics Education, it was found that the presence of a one-to-one laptop environment in these classrooms influenced mathematics teaching and learning in a few key areas. The teachers in this study perceived that meeting individual needs, increased use of manipulatives and technology, and appropriate use of assessment techniques were the aspects that changed the most when laptops were present in the classroom. One-to-one laptop technology can change the teaching and learning that takes place in schools. The researched classrooms became more student-centred, exploratory, and engaging for students. Thus, this study shows that the presence of laptop technology has the potential to move mathematics classrooms towards a more reform vision of teaching and learning.

This research study is an investigation that describes how intermediate mathematics teachers use laptop technology in their classrooms and the influence of this technology on mathematics teaching and learning using the framework of the Ten Dimensions of Mathematics Education (McDougall, 2004). This study was a qualitative analysis of the experiences of six teachers, as well as the classroom environments they created with the use of technology. Data were gathered using a variety of methods including observation, field notes, interviews, and surveys. Previous research suggests that mathematics teachers have not used laptops frequently, and when they are used, they are used in traditional ways. This study shows that there is potential for mathematics teachers to be effective implementers of laptop technology. The role of the teacher in the studied one-to-one laptop classrooms became one of a facilitator. These teachers were able to be more student-centred in their delivery of the mathematics curriculum. These teachers were also more creative and they were able to use multiple resources to demonstrate mathematical concepts. Because of the wide variety of resources available, these laptop classrooms were more exploratory in nature. These teachers faced barriers such as students being distracted and the extra time it took to plan lessons. The participants indicated that these barriers could be overcome by being patient with their students and by collaborating with their colleagues. Using the framework of the Ten Dimensions of Mathematics Education, it was found that the presence of a one-to-one laptop environment in these classrooms influenced mathematics teaching and learning in a few key areas. The teachers in this study perceived that meeting individual needs, increased use of manipulatives and technology, and appropriate use of assessment techniques were the aspects that changed the most when laptops were present in the classroom. One-to-one laptop technology can change the teaching and learning that takes place in schools. The researched classrooms became more student-centred, exploratory, and engaging for students. Thus, this study shows that the presence of laptop technology has the potential to move mathematics classrooms towards a more reform vision of teaching and learning.

Thesis (M.S.)--School of Mechanical Engineering, Georgia Institute of Technology, 2005. Directed by Yogendra Joshi. / Joshi, Yogendra, Committee Chair ; Ghiaasiaan, Seyed Mostafa, Committee Member ; Jeter, Sheldon, Committee Member. Includes bibliographical references.

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains x, 190 p. Includes bibliographical references.