The incidence of autism is increasing in the U.K., with as many as 1% of children now thought to be affected by an autistic spectrum disorder (ASD). This research explores the potential of emerging interactive digital media to engage children affected by an ASD, and the development of design strategies for future professional work in this field. This is accomplished through a literature and state of the art review, and by working alongside families and professionals involved in the provision of care for children with an ASD. As a a result of this process new artefacts have been created, alongside a design methodology for future work. The research reveals the need for tailorable low arousal sensory environments within mainstream schools to meet the needs of certain members of the pupil population and demonstrates how interactive digital media can be incorporated into such spaces as part of an holistic approach to a child’s school experience. Using digital media modules trained professionals can work with the child, using the media as a point of engagement.

In this research report I examine the current approaches to the design of technology against the development of the Golden Shield project, as undertaken by the Chinese government. The Golden Shield technology is designed to control all forms of electronic communication, including social media technologies. I argue that the current approaches to the design of technology are inadequate. There is a need to include moral values as a consideration in the design of social media technologies, specifically when human well-being is impacted. I offer the capabilities approach as a solution that the designers of technology ought to consider as an option when designing technology as this approach defines conditions for human well-being. I define informational freedom as a capability. Excluding informational freedom in the design of social media technology leads to the user of the technology suffering harm as they are unable to fulfill the capability of informational freedom.

The purposes of this study were to determine the factors that influence the use of e-mail by principals, the purposes for which e-mail messages were sent and received, and the impact of experience and training in the areas of computers and e-mail. A survey was sent to a stratified random sample of 620 elementary, middle/junior high, and high school principals of the Central Appalachian Region. Respondents were asked to provide data regarding demographics, accessibility to hardware and software, computer and e-mail experience and training, uses of e-mail, and items that influence e-mail use. Eleven research questions and 10 hypotheses were addressed. Data analysis included descriptive statistics, chi-square, ANOVA, multiple regression, and factor analysis. At the.05 level of significance eight null hypotheses were retained and two rejected. Factor analysis identified four factors for e-mail users and five factors for non-users. E-mail was used by 59.7% of respondents. There was no relationship between level of use and gender, age, highest degree earned, or total years of educational experience. The predictors of e-mail use were computer experience, accessibility to resources, and training. Keyboarding skills and use of e-mail by superiors, fellow principals, and teachers were not indicators of e-mail use. Principals primarily use e-mail for administrative tasks and secondarily for accessing and retrieving information. Training is essential to the effective implementation and use of e-mail. There were six primary training methods for computers and e-mail. Factor analysis revealed that e-mail users have hardware and software resources, training, support, and encouragement to use e-mail to obtain educationally beneficial and appropriate information. Non-users were not comfortable with the technology. Principals must be cognizant of e-mail's capabilities and potential ramifications upon the educational community and provide the role model for the use of technology. E-mail has the potential to break down barriers of geographical isolation and instill a sense of community. If future educational leaders are to be prepared to meet the challenges of an information age, colleges of education need to provide instruction in the use of computers and e-mail.

This study examines Channel One's influence on middle schools in Sullivan County, Tennessee. The purpose of the study is to investigate the views, feelings, and opinions of Sullivan County middle school teachers regarding the use of Channel One in their classrooms. The study utilizes data gathered from surveys and personal interviews from five middle schools in Sullivan County, Tennessee that subscribe to Channel One. Areas of data presentation include the uses of Channel One in each teaching classroom, the positive and negative consequences Sullivan County middle school teachers perceive Channel One has on their students, the effects of Channel One's advertising upon their students, and the overall satisfaction of teachers who use Channel One in their curriculum. Conclusions of the study emphasize the need for more teacher in-service training specifically for teachers who have Channel One in their classroom.

The purpose of this study was to examine the variables that are apparently affecting the incorporation of computer technology in Northeast Tennessee rural K-12 public schools. Therefore, the present study investigated the relationship between the independent variables--gender, age, and prior experience, and the dependent variables--knowledge about, attitude toward, and use of computer technology among Northeast Tennessee teachers and principals. This study utilized a survey methodology seeking responses from teachers and administrators in Sullivan, Hawkins, Johnson, Washington, Carter, and Unicoi counties. The findings were based on the return of 208 completed surveys which represented a 52% return rate. Based on the findings of the study the following conclusions were reached: First, the overall level of access to computer hardware and software in individual schools is not adequate if computer technology is to become part of the students' learning. Second, schools are providing little or no teacher training in using computer technology for lesson planning, delivery of instruction, research, or to promote hands-on student learning. Third, teachers and administrators believe that computer technology would be extremely helpful in their work now, and in the near future (5 years from now). Fourth, teachers and administrators believe that computer technology will be almost indispensable in the schools of the near future. Fifth, male and female educators report similar attitudes toward, knowledge about, and use of computer technology. Sixth, educators of different ages report similar attitudes toward and use of computer technology. Educators of different ages, however, do not report similar knowledge of computer technology. Seventh, teachers and principals with different levels of prior education experiences report similar attitudes toward, knowledge about, and use of computer technology. Eighth, in planning future training computer training programs, it is probably not necessary to differentiate groups according to personal attributes such as gender, age, and prior experience. Ninth, the potential for the instructional use of computer technology has not yet been realized. The following recommendations were suggested: (1) there should be enough computer technology for teachers and principals to have unrestricted access, (2) there should be sufficient and adequate computer technology training for teachers and principals offered at the local level, (3) there should be adequate support and time for teachers and principals to learn how to use technology and plan for its use in the school setting, (4) this study should be expanded and replicated to include a larger sample size of educators from all across the state of Tennessee, (5) the relationship between age and knowledge of computer technology should be further investigated, (6) teachers and principals who are proficient in computer technology should serve as role models and peer tutors for those who want to learn how to use computer technology, and (7) district and building administrators should provide computer technology training and planning during the school day.

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The purpose of this case study was to examine the degree to which those managing change for a distance learning initiative followed David Nadler's (1989) four action steps designed to reduce resistance in making the transition from the former operational state to a newly-created state.;The four action steps include providing opportunities for participation among employees, allowing employees to identify current operations that will not work in the new organizational state, rewarding behavior that assists in the transition, and allowing sufficient time for the change to take place. The findings in this study revealed that participation was the critical component that effected successful change.;Those units in which administrators encouraged employee participation in the transition were able to make adaptations in their operations that allowed for the development of effective and efficient student support services for distance learners. Employees were also very satisfied with the management of change provided by the administrators.;Those units in which administrators did not encourage employee participation in the transition were able to make adaptations for distance learners; however, the services provided were neither effective nor efficient. Further, employees were dissatisfied with the managers' styles in directing the change.;It is therefore recommended that managers involve employees whenever possible in their units' operations--decision-making, problem-solving, and transitions undertaken by the unit--for a productive and satisfied workforce.;Further research is suggested in employee participation and managerial style, as well as in women's leadership, and teamwork in organizations.

Distance education has the potential to offer a meaningful alternative for students with disabilities. Colleges and universities have opportunities to provide quality online courses to students with disabilities; yet data show these students may often choose to discontinue higher education pursuits. Little is currently known about how students with disabilities experience the distance learning environment or how institutions of higher education. This phenomenological study focuses on the quality of the learning experiences and learner satisfaction of students with disabilities in distance education courses. The purpose of this study is to investigate 1) how online learning is experienced by students with disabilities, 2) what factors facilitate or inhibit their online learning, and 3) how what instructors do to facilitate online learning is perceived by students with various disabilities. This study examines how students with various disabilities assess the quality of distance education coursework in terms of three constructs: course interaction, structure, and support. Data was gathered via interviews with consenting participants who had affirmatively responded to a study participation solicitation email and completed a brief survey. Sadly, discussions of topics related to students with disabilities experiences are still rare in the distance education literature. These interview data suggest that, despite having many tasks to which they must attend, more training for instructors is needed on how to work with students with disabilities. The Offices of Students with Disabilities Services and instructors should develop a way to work together, rather than separately, in a proactive rather than reactive fashion, to better serve the needs of students with disabilities. Further research in this area may allow students with disabilities with online courses in higher education to become more vocal about their needs from their individual perspectives and in their own words, and pave the way for improving the quality of the online learning environment for them.

The overall success rate of implementing enterprise resource planning systems is about 30%. Guided by systems theory, the purpose of this qualitative single case study was to explore the strategies used to ensure a successful implementation by information technology managers working in higher education settings. The data were derived from semistructured interviews of 6 managers and documentation from a higher education institution in the northeastern United States that successfully implemented an ERP system. Data analysis consisted of reviewing interview transcripts, from which themes and patterns were identified and coded. Three recurring factors arose throughout the analysis involved commitment, communication, and change management. The main themes included pre-implementation strategy activities, implementation strategies, post-implementation strategy activities, and continuous improvement. Managers engaged in enterprise resource planning systems implementations should frame the strategic approach with a strong commitment, effective communication, and a comprehensive change management plan throughout the process. The implications for positive social change include the potential to improve the institution's business processes, cultivate a more knowledgeable workforce, increase student academic experience, and improve the institution's performance overall.

The study school in Bibb County, Georgia had a passing rate of approximately 60% on 9th grade literature and composition End of Course Tests (EOCT). An instructional paradigm was needed to help provide quality instruction and facilitate students' efforts to meet the mandate for performance. Research supports differentiated instruction (DI), instructional technology (IT), Gardner's multiple intelligences, and Vygotsky's theory of constructivism as the foundation for quality instruction. This ex post facto study used a cluster sample to explore 2 questions. One research questions explored the effect of DI enhanced with IT on students' learning in 9th grade literature and composition class. The other examined the differences in EOCT scores between students receiving 9th grade literature and composition instruction through a traditional approach and those receiving instruction through DI enhanced with IT. One hundred and five 1st time 9th graders in a literature and composition class were divided into 2 groups. One received traditional instruction, and the other received differentiated instruction with technology. Pretests and EOCTs were analyzed using a t test to determine the difference between the 2 instructional practices. Both groups achieved statistically significant growth between the pretest and posttest; however, the treatment group scored a statistically significant 7.4-points higher on the posttest when compared to the controlled group's posttest. It is recommended that stakeholders read this study, revise budgets, and seek out grants to create classrooms addressing the needs of 21st century learners. Significant growth is obtained from instructional practices that include differentiated instruction enhanced with technology, and teachers must be trained in instructional practices that incorporate DI and IT in order to promote positive social change in the educational system.