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Today's classroom is evolving on a myriad of levels. As class size increases, learning space decreases and diversity extremes are introduced, yet educators must use materials that address all types oflearners. The specific needs of students as well as the varied skills required for mastery on state standardized tests require educators, children and parents to look towards technology for answers. This study attempts to contribute a view of new educationally based e-merging technology being presented for use in the elementary education classroom. This study also looks at the Section 508 Compliance and its role in utilizing technology to make information available for all. The Section 508 Compliance relates to all government funded materials and their ability to be accessed and utilized by the public. With the United States increasingly diverse population and implementation of inclusion in classrooms, we have a noteworthy amount of students and educators who could benefit from this technology. Specifically, this study examines how diverse classrooms and students' individual needs are to be met with technology and that this technology will be employed with the Section 508 Compliance. As a nation we need to better prepare our future generations with a sturdy foundation of skills and tools to allow our students to excel in the learning and working environment. By showcasing the needs of children, the laws enacted, and the technology resources to educate, this thesis provides the reader with a global perspective on integrating technology and instruction for all students. Enforcing the Section 508 Compliance so that e-businesses must comply with technology-based innovations that will allow educators the resources to benefit all learners.

Magister Educationis - MEd / Since the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.

Text in Afrikaans / Die doel van hierdie navorsing is, om te bepaal of gesyferdheid by kleuters binne `n speelgroepsituasie ontwikkel kan word deur middel van `n program wat wiskundige konsepte aan kleuters oordra. Ten einde hierdie doel te bereik is `n wiskunde program waarin verskillende hulpmiddels gebruik word, vir die kleuters aangebied. Die wiskunde program wat gebruik is, is saamgestel aan die hand van Charner, Murphy en Clark (2007) se “The Giant Encyclopedia of Math Activities for Children 3 to 6”. Die aktiwiteite wat tydens die voortoets en natoets gebruik is, is uit verskillende bronne op die internet verkry. Die aktiwiteite is uit gemelde bronne geneem en aangepas om by kleuters se ontwikkelingsvermoë te pas. Aan die einde van die wiskunde program kon daar `n verbetering in al die leerders se wiskunde vaardighede waargeneem word. Die resultate van die studie dui dus daarop dat kleuters se begrip en vaardigheid met wiskundige konsepte op `n vroeë ouderdom in `n speelgroep ontwikkel kan word. / The aim of this study was to determine whether numeracy can be developed among preschoolers in `n playgroup situation by means of a numeracy programme which introduces them to mathematical concepts. To achieve this aim a numeracy programme was used to introduce the mathematical concepts. The numeracy programme that was used is a programme compiled from “The Giant Encyclopedia of Math Activities for Children 3 to 6” by Charner, Murphy and Clark (2007). The activities which were used during the pre-test and post-test were taken from different sources on the internet. The activities taken from these different sources were adapted to the appropriate developmental phase of the preschoolers. At the end of the programme the post-test indicated an improvement in the mathematical competence of all the learners. The results of the study prove that preschoolers in a playgroup can improve their numeracy skills in the early years. / Teacher Education / M. Ed. (Didaktiek)

In conjunction with the Texas Technology Immersion Pilot program (TIP), the State of Texas implemented a four-year annual evaluation called the Evaluation of the Texas Technology Immersion Pilot (eTxTiP). It focused on the technology immersion experience through one-to-one mobile technology of sixth grade students in 22 selected middle schools. Initial findings suggested academic growth, especially in math, increased rigor of student work, greater teacher collaboration, a more positive school environment, and transformation of instructional practices. This study focused on one of the original schools selected to participate in the TIP program, exploring the impact over time of one-to-one mobile technology on one group of students over an 8-year period beginning with their third grade year. The selected school’s demographic makeup reflected a large number of schools within the state, including its size, rural location and economically disadvantaged student population. Based on an interrupted time series design, state assessment data was analyzed using a piecewise growth model. The study revealed no statistically significant academic growth in reading and math performance among the participants.

Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en.Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet 'stretchad kunskap'.

This thesis explores continuity and change in the developmental welfare approach in Thailand following the 1997 Asian financial crisis. It examines both the exogenous and endogenous forces that generated change as well as both the ‘process’ and the ‘content’ of transformation or responses to the crisis. It uses the One Tambon One Product (OTOP) policy as a case study to explore these changes. The principle research question is: To what extent did the post 1997 crisis policy on social protection in Thailand represent a shift from its existing institutional path of developmental welfarism? Extending from this overarching question are subsidiary questions, which guided the thesis. They include: To what extent did the OTOP policy address the social protection gaps that became apparent in the Asian financial crisis? To what extent did the OTOP policy benefit its target population? The thesis uses historical institutionalism (HI) and the role of ideas as the analytic frameworks in analyzing change. The thesis argues that the exogenous shock of the 1997 financial crisis contributed to some departure from the institutional path of developmental welfarism in Thailand. However, the change did not follow the conventional punctuated equilibrium (PE) model under the HI framework in the sense of moving from one equilibrium to another after an exogenous shock. Rather, the radical change that took place after the exogenous shock was gradual. The new set of institutional arrangement prompted significant ideational and institutional transformations. They involved both intended and unintended consequences of incremental shifts in the forms of ‘layering’ ‘drift’ and ‘conversion’ (Streeck and Thelen, 2005). In addition, the thesis argues that the transformation in Thailand after the 1997 financial crisis lies in an intermediate order of change that is found between shifts in policy instrument and a wholesale ‘paradigm shift’ (Hall, 1993). Here, apart from having introduced a new policy such as OTOP, the Thai government engaged in a broader rethinking of Thailand’s developmental welfare path. Moreover, the study finds that the structure of economic development in a developing country context can both promote and impede social protection, rather than only subordinate the latter. The claim is based on the finding that the expansion of economic policy goals in Thailand supported local development and increasing inclusiveness of the informal sector after the 1997 financial crisis. Finally, the thesis argues that social protection delivery or lack thereof reflects contestation of ideas as well as material interests. Both the state and the policy beneficiaries in the OTOP context pushed for their interests when there were gaps between policy formulation and implementation. As a result, changes occurred both in the policy goals and in who benefited from OTOP.

The diploma thesis deals with detailed look at the project Education 21 and so the teaching using new technologies, especially interactive whiteboards and netbooks, in Czech schools. The objective was observation of teaching mathematics, methods of using interactive whiteboards and netbooks in mathematics lessons at secondary schools participating project Education 21. Evaluation and conclusions are based on analyzes of lessons recorded in the academic year 2009/2010 and 2010/2011, which were investigated and further divided into shorter stories in case that interactive whiteboard or netbook was used in some way. I watched purpose and the way of use of interactive whiteboard or netbook in the episodes, then the material which this technology was used with the aid of and who worked with interactive whiteboard. Some episodes can serve as an example of "good" or interesting way of working with the IWB and NTB in mathematics lessons, or they can be an inspiration for other mathematics teachers but also teachers of other subjects. Keywords: interactive whiteboard (IWB), netbook (NTB), interactive textbook - e- books, applet, mathematics, Education 21, smart notebook, videos.

Cooperation between the volunteer, the client and o. s. Lata - Programy pro ohroženou mládež Abstract: The thesis deals with issues of a voluntary work on field of programmes focused on working with threatened children, adolescents and young adults by form one to one. It's focused on a mentors project running by the citizens' association LATA - Programmes for Threatened Adolescents. It pays attention especially to factors, which can influence the relationship between a volunteer, a client and an organization. It follows up mainly involved volunteers, it puts an aim to description of ways, how the volunteers percieve their work with clients and their organization. Research part of the thesis is focused on analysis of volunteers' statements and has an ambition to catch and reveal important factors, which affect their activities in the organization. This thesis conducts a survey, what motivation and aim the volunteers have, how they percieve their relationships with clients, what helps them to maintain a mentoring role and how they percieve at all the organization they work in

The purpose of this study was to investigate how high school students felt that the computer helped or hindered participation and self-esteem in the learning situation and if the students experienced any differences between when they had been relatively alone in using a computer compared to when everyone had their own computer. The starting point was the national one-to-one projects made to give every student access to a personal computer and how it affected students in special educational needs and previous research. The theoretical approach was based on socioculture/activity theory and theories of self-esteem. Ten high school students in grade one at a senior high school that previously had started up a one-to-one project was interviewed. The results showed that the students primarily used the computer to write and to search the Internet, but even as a alternative or compensatory tool. Students felt that the computer contributed to increased motivation and self-esteem and better results both in secondary and senior high school. Several students stressed the teacher's importance for if and how the computer was used as a learning tool. The main difference between the computer utilization was seen between the high school programs. Students in the individual program felt the education more individualized and customized compared to secondary school, while students in the vocational program used the computer less as a special education tool than in secondary school. Therefore, any conclusion re-garding one-to-one and its impact could not be drawn. / Syftet med studien var att undersöka hur gymnasieelever upplevde att datorn bidrog till eller hindrade delaktighet och självkänsla i lärsituationen samt om eleverna upplevde någon skillnad mellan då de var relativt ensamma om att ha en egen dator jämfört med då alla elever hade en egen dator. Utgångspunkten var de nationella en-till-en-satsningar som gjorts för att ge varje elev tillgång till en egen dator och på vilket sätt det påverkade elever i behov av särskilt stöd samt tidigare forskning. Den teoretiska ansatsen grundade sig i sociokulturell teori/verksamhetsteori och teorier om självbild. Tio gymnasieelever i årskurs 1 på en gymnasieskola som precis startat upp en en-till-en-satsning intervjuades. Resultatet visade att eleverna i första hand använde datorn till att skriva och till informationssökning i skolan, men även som alternativt eller kompenserande lärverktyg. Eleverna upplevde att datorn bidrog till ökad motivation och självkänsla samt bättre resultat i skolarbetet både i grundskolan och på gymnasiet. Flera elever framhöll lärarens betydelse för om och hur datorn nyttjades som lärverktyg. Den största skillnaden mellan hur datorn nyttjades kunde man se mellan gymnasieprogrammen. Eleverna på det individuella programmet upplevde att de fick mer individualiserad och datoranpassad undervisning jämfört med i grundskolan, medan eleverna på det yrkesförberedande programmet använde datorn som specialpedagogisk verktyg mer sällan jämfört med i grundskolan. Någon slutsats angående en-till-en och dess påverkan kunde därför inte dras.