The purpose of this study was to explore the practices of formal and informal teacher technologists in two school settings: an elite private, high school academy and an urban poor, middle school academy. This investigation included clarifying the role of the formal and informal teacher technologist and investigating the need for both formal and informal teacher technologists. This study also explored the technological differences between the public academy middle school and the private academy high school. Two formal and eight informal teacher technologists were interviewed face-to-face three times, each using the transcendental phenomenology research design. Each teacher technologist was also observed at least once in classroom and teacher training sessions. The results of this study revealed (1) the role of the teacher technologist was a fast technology problem solver; and (2) although students and teachers used technology, the schools lagged in adequate technology and/or teacher training; (3) the teacher technologists used the Internet to build and evaluate curriculum; (4) most students used tool software centered around project-based activities; (5) teacher technologists trained other teachers to be collaborative risk-takers in using technology; (6) teacher technologists shared what they learn with students and other teachers; and (7) students could be student-learners or student-teachers and teachers could be teacher-learners. Four conclusions were reached: technology and constructivist teaching are compatible; technology is a tool; new approaches to professional development are needed; and hardware and software should be standardized for maximum use. Additionally, both schools in this study were evolving the role of the formal teacher technologist. It was recommended that (1) the schools employ at least one fulltime formal teacher technologist whose main role is to assist teachers in technology classroom incorporation, (2) the schools form teams of informal teacher technologists, (3) and the public middle school academy purchase one laptop for each student to use anytime, anywhere.

The purpose of this modified replication study is to examine the relationship between the stress levels and the wellness practices of U.S. radiologic technology program directors and to determine if correlations exist between wellness practices and stress levels of the group. Additionally, relaxation activities and the feelings, characteristics, and symptoms associated with stress were considered. The design of the study was ex post facto correlational. The population of the study was U.S. radiologic technology program directors working in JRCERT accredited programs. The electronic instrument was distributed to 635 program directors through e-mail, with 424 (66.7%) usable returns. Significant associations were found between the management of stress and the balance of wellness practices for the RT program directors. It was concluded that while program directors showed significant control in stressful events and issues, continued efforts are needed to promote wellness practices into their busy lives.

Thesis (MSc (Health and Wellness Sciences))--Cape Peninsula University of Technology, 2018 / Biomedical Laboratory Technologists play a fundamental role in the diagnosis of disease in patients. Their role in South Africa is currently undergoing profound changes with an emphasis placed on a four-year professional degree that will replace the National Diploma in Biomedical Technology at most Universities of Technology and Comprehensive Universities (UJ and NMU) by 2020. Training and competency programs, along with the retention of experienced staff, remain key in providing accurate laboratory results. It is therefore imperative to investigate this field in factors related to training, work experience and job satisfaction. This study aimed to evaluate the perceptions of Medical Technologists and Medical Technicians with regards to salary, interpersonal relationship, continuing professional development (CPD), work ethic and scope of practice within the profession. A mixed methods study was conducted to evaluate salary, career choice happiness and CPD compliance of Medical Technologists and Medical Technicians, as well as their perceptions around interpersonal relationships, work ethic and scope of practice. In sampling, a convenience sample was identified, after which a snowballing method was used. A link to a web-based survey was distributed to a group of Medical Technologists and Medical Technicians who attended the Society of Medical Laboratory Technology of South Africa (SMLTSA) Medical Laboratory Professionals congress. This congress was held in 2015 in Port Elizabeth, South Africa. A sample of 144 Medical Technicians and Medical Technologists was obtained, of which 98.6% were registered with the Health Professions Council of South Africa (HPCSA). Only 54.2% were active members of the Society of Medical Laboratory Technologist of South Africa. Age (r = 0.674, p < 0.05) and years worked at current employer (r = 0.533, p < 0.05) proved to have stronger relationships with salary than education (r = 0.195, p < 0.05). Those employed in the public sector earned significantly lower salaries than those in any other sector (p < 0.05), with the exception of those working in independent practice. Both Medical Technologists (44.2%) and Medical Technicians (34.4%) perceived that they did not receive the respect they deserved from Pathologists in their working relationship. In addition, 31.3% of Medical Technicians perceived that their roles were regarded as of lesser value, and that their knowledge, training and attained qualifications were not recognised by the Pathologists. Despite this, this study concluded respondents were generally happy with their career choice, as 71.9% of respondents reported. Findings of this study serve as a strong foundation for additional research on the topic of career happiness versus job satisfaction and retention of staff in medical diagnostic laboratories.

The technologist needs and training requirements were determined from a selected cross-section of Utah industrial firms. The larger industries were significantly more aware of the training requirements and capabilities of four-year technologists than were the smaller firms. A significant difference was found regarding general and specialized training required by each firm. Thirteen of the 16 responding firms indicated specialized training as being most important. The 10 areas of technical training rated most critical in their order of importance were: electronics I, technical writing I, electricity, English, mathematics (calculus and above) I, machine shop I, manufacturing processes, physics, and metallurgy and design. There was no significant difference found between the wages offered by selected Utah industrial firms and the national average of comparable occupations.

No description available.

Yes / Research is critical to evidence‐based practice, and the rapid developments in technology provide opportunities to innovate and improve practice. Little is known about the research profile of the medical radiation science (MRS) profession in Australia and New Zealand (NZ). This study provides a baseline of their doctoral activity. A cross‐sectional survey of MRS professionals in Australia and NZ holding a doctorate or undertaking doctoral studies, was performed using an online tool (Bristol Online Survey®, Bristol, UK). A chain‐referral sampling technique was adopted for data collection. An email invitation with a link to the survey was generated and distributed through email and social media. The survey contained questions related to participant demographics, doctoral status, qualification route, funding and employment. There were 63 responses to the survey comprising 50.8% diagnostic radiographers (DRs; n = 32), 23.8% radiation therapists (RTs; n = 15), with the remaining 25.4% (n = 16) equally split between sonographers and nuclear medicine technologists (NMTs). A total of 40 (63.5%) of respondents had completed their doctoral qualification. In NZ, only DRs held a doctoral award constituting 0.3% of DRs and 0.2% of the total registered MRS population. In Australia, there was a greater proportion of doctoral NMTs (n = 8/1098; 0.7%) than RTs (n = 15/2394; 0.6%) and DRs (n = 27/12,001; 0.2%). Similar to other countries, findings show a very small percentage of doctoral MRS professionals in Australia and NZ. Strategies to engage and support individuals in research, up to and beyond doctoral study, need to be embedded in practice.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2013-11-27T15:54:08Z No. of bitstreams: 1 sayonara nobre.pdf: 1438493 bytes, checksum: a99f8858e2fdf74ec374fe4c46db8b80 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-01-22T19:43:52Z (GMT) No. of bitstreams: 1 sayonara nobre.pdf: 1438493 bytes, checksum: a99f8858e2fdf74ec374fe4c46db8b80 (MD5) / Made available in DSpace on 2014-01-22T19:43:52Z (GMT). No. of bitstreams: 1 sayonara nobre.pdf: 1438493 bytes, checksum: a99f8858e2fdf74ec374fe4c46db8b80 (MD5) / Esta tese buscou esclarecer a natureza da identidade profissional do tecnólogo. Os conceitos utilizados tratam da identidade profissional, educação superior tecnológica e saberes profissionais. Os objetivos traçados buscaram: analisar a configuração da identidade do tecnólogo e a percepção que a indústria local possui acerca desses profissionais; identificar o valor atribuído pelas empresas aos saberes do tecnólogo em situação de trabalho; analisar os aspectos legais e os elementos do processo de formação, identificar as diferenças existentes na atuação profissional do tecnólogo em relação aos engenheiros e técnicos de nível médio; Analisar o significado que os trabalhadores (tecnólogos) atribuem aos saberes e às competências construídas nos cursos de tecnologia e como os (re)contextualizam na prática profissional. O método desenvolvido caracteriza-se como sendo de cunho quali-qualtitativo, foi desenvolvido através de entrevistas, questionários e análise documental. Os resultados apontam uma tendência futura para absorção de tecnólogos, entretanto o presente revela que o tecnólogo ainda possui identidade difusa, sendo necessário o emprego de políticas de disseminação de informações sobre esse profissional no mundo do trabalho, além do desenvolvimento de propostas de formação com maior densidade tecnológica e zelo pedagógico, esclarecendo sobre o emprego dos saberes e construção da identidade profissional. / ABSTRACT This thesis has looked for show the nature profes sional identity of technologist. The concepts used in the text treat about professional identity, high education technologic and professional k nowledge. All the objectives exposed were looking for: analyze the technologist identify and the perception of lo cal industry about those professionals; identify the valor gave to the companies for technologist knowledge in work situation; analyze the legal points and the elements that exist in graduation process; identify differences in the technologist professional actuation when it can be compared with engineers and high school technics; analyze the tenor attributed by the technologist to the knowledge and competency that were building in technologist curse as well how it make to contextualize those information in the professional practice. The method developed, that belongs to a qualitative order, was advanced through interviews, questionnaires and documental analyze. Those results indicate to a future tendency for technologist absorption. However, the present reve al a different case: the technologist have a diffuse identity, making necessary employ all kinds of information politics about this professional in the work world. Also, is important the progress of graduation proposes with bigger technologic perspective a nd pedagogic caution, showing about how employ knowledge and professional identify construction.

This study was conducted to determine if specialty areas are emerging in the magnetic resonance imaging (MRI) profession due to advancements made in the medical sciences, imaging technology, and clinical applications used in MRI that would require new developments in education/training programs and national registry examinations. In this exploratory study, statistical analysis incorporated the use of factor analysis and chi square. Factor analysis was used to group tasks performed by MRI technologists into factors to better identify emerging specialty areas within the MRI profession. Chi square was used to analyze the association between the tasks performed in (a) the employment setting, and (b) hospital size. Factor analysis identified four meaningful factors. The four named factors were: (a) Routine Imaging non-Central Nervous System Imaging; (b) Advanced Imaging; (c) Routine Imaging with Central Nervous System Imaging; and (d) Musculoskeletal and Spine Imaging. From the four named factors, three emerging specialty areas were identified: (a) central nervous system imaging; (b) vascular/cardiovascular imaging; and (c) musculoskeletal imaging. Chi square analysis identified 47 of the 78 tasks as being significant when finding an association between the employment setting and the frequency of tasks performed. Cramer's V was used to measure the strength of their association. The more complicated the procedure the more likely this procedure is performed in either a university or private hospital. Further, chi square analysis identified 42 of the 78 tasks as being significant when finding the association between the hospital size and the frequency of tasks performed. Gamma was used to measure the strength of their association. This means the larger the hospital, the more frequent the tasks were performed.

Doctor of Philosophy / Department of Educational Leadership / Royce Ann Collins / This exploratory study investigated reflective thinking by professionals in the workplace and relationships between participant demographics and reflective thinking. The Questionnaire for Reflective Thinking (QRT) was used to assess the quality of reflective thinking in a sample (n = 102) of individuals certified by the International Society for Performance Improvement (ISPI) as Certified Performance Technologists (CPT) (N = 697). Business leaders seek employees who practice reflective thinking. Employers and students expect college coursework to provide the needed skills and educators recognize this need. Researchers have developed reliable measures of reflective thinking, but the quality of reflective thinking practiced by professionals in the workplace is not known. Hierarchical multiple regression analysis was used to examine QRT scores for habitual action, understanding, reflection, and critical reflection, with respect to the demographic variables of gender, age, years of experience, education level, and academic discipline. Significant relationships between age and scores for habitual action, experience and scores for habitual action, education level and scores for understanding, gender and scores for critical reflection, and experience and scores for critical reflection were identified. No other differences in QRT scores based on the independent variable gender, age, experience, education level, or academic discipline were statistically significant.

Despite research which found that using technology in teaching is beneficial to students, few teachers continue to use technology in their instruction. The research literature addressed four barriers to technology infusion by teachers: lack of tools, time, training, and support. Many teachers do not have the equipment to implement technology into their instruction and do not have the time to learn technology skills as well as implement technology into their lessons. Many teachers lack the training to use technology in their instruction and also lack the support from those in the school to infuse technology in their instruction. A case study of teachers in a small rural school was conducted to examine their change of instruction when they were provided the opportunity to use technology in their instruction by participating in a project which addressed the barriers to technology infusion. Throughout a three year period, the researcher collected data to assess technology integration by the teachers through interviews, observations, and document analysis. The teachers? instruction changed very little. To the teachers, the purpose of the project was to create lesson plans. They seemed to see the project as a burden rather than as an opportunity improve their teaching. The conclusion drawn from the case study was that the barriers addressed in the literature were not the only barriers to technology infusion by teachers. One barrier to technology infusion by these teachers seemed to be their confusion about the purpose of the project. Another barrier for these teachers was their lack of acceptance of the project staff who they considered to be outsiders. The teachers also seemed to lack the motivation to change their teaching which seemed to be a barrier for technology infusion as well. It is recommended that administrators who would like to see technology used in instruction choose teachers for a project such as this who want to change their teaching. It is also recommended that future projects present the project as an opportunity for change in their instruction. It is also recommended that future projects build positive relationships with the participants.