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The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented.

Foram estudados os principais fatores de valor percebido pelo mercado em relação aos produtos e serviços oferecidos pelas empresas fornecedoras de insumos de E-Learning. O estudo desses fatores, relacionados aos respectivos segmentos que compõem essa indústria, permitiu posicionar as principais empresas (uma em cada segmento) que se adequaram melhor a esses fatores de valor percebido. Foi realizada também uma revisão da literatura, para definir o conceito de E-Learning, descrevendo suas diversas aplicações e organizando-as em quatro aspectos: o pedagógico, o tecnológico, o gerencial e o relativo ao negócio dessa atividade. Propôs-se, também, um mapa de valor dessa indústria, tratando de segmentá-lo. O conceito de valor foi estudado, considerando-o dentro da perspectiva da percepção do cliente, ou seja, foram abordados os aspectos relativos aos critérios que constituem o valor percebido. Finalmente, foi aplicada uma pesquisa de campo a um grupo de especialistas da indústria de E-Learning, com o objetivo de classificar os principais fatores de valor percebido pelo mercado, avaliar um fornecedor em cada segmento de atuação e selecionar aquele que atendeu melhor aos critérios de percepção de valor. Os resultados obtidos por meio da análise das respostas dos especialistas apontaram caminhos para a realização de novos estudos sobre o negócio E-Learning, além de estabelecer critérios importantes relativos às principais empresas fornecedoras dessa indústria. / This Masters Degree Dissertation studies the main factors of market perceived value in relation to products and services offered by E-Learning input supplying companies. The study of such factors, related to the segments which comprise this industry, enabled us to identify the main companies one of each segment which best adapted to selected perceived value factors. Initially a literature review was carried out, aiming at defining the concept of E-Learning, describing its different applications and organizing it in four axes of main coordinates: the pedagogical aspect, the technological aspect, the management aspect and the business aspect of the activity. Another aim of such a literature review was understanding the development of this industry, through companies which comprise it, and then propose a value map of such an industry, dividing it into segments with the support of studies on this topic. The third step of this review was a focus on the concept of value. It was therefore adopted a theoretical line which considers value within the clients perception perspective. In other words, the focus was on aspects related to the criteria which comprise the so-called perceived value. Finally, a field research was carried out along with a group of E-Learning experts, with the following aims: ranking the main factors of market perceived values, in order to assess a supplier in each segment; and selecting only one company, in each of the segments, which best fits the perceived value criteria previously obtained. The results obtained by the consolidation and analysis of the experts answers pointed out ways to carry out new studies on the E-Learning business point of view, as well as establish important criteria about the main supplying companies of this industry.

The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities. / by Rebecca Kerr. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Orientador: Elizabeth Nogueira Gomes da Silva Mercury / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-09-11T21:14:55Z (GMT). No. of bitstreams: 1 Scali_DanyelleFreitas_M.pdf: 1236688 bytes, checksum: 5f3e8f32e8bb322735880d8d12b2bdce (MD5) Previous issue date: 2009 / Resumo: Partindo do pressuposto de que diferentes condições e contextos podem estar associados aos determinantes da evasão no ensino superior, a presente pesquisa voltou-se para o estudo da evasão nos cursos que têm sido pouco investigados e assumiu como objetivos: identificar e analisar os motivos de evasão de alunos de cursos superiores de tecnologia a partir da percepção do aluno evadido e analisar o percurso acadêmico do estudante posterior à evasão. A coleta de dados foi realizada através do envio pelo correio de um questionário a 227 alunos que evadiram em 2006 e 2007 de cursos superiores de tecnologia de uma IES pública do estado de São Paulo, dos quais 19,4% responderam. O instrumento solicitava informações sobre o perfil do aluno, a descrição dos motivos da não renovação de matrícula, o tempo de frequência no curso e os dados do percurso acadêmico posterior à evasão. Para a análise dos dados foram utilizados métodos qualitativos (análise de conteúdo) e quantitativos (frequência e porcentagem de ocorrência). A análise de conteúdo das respostas indicou como principais motivos de evasão: definição de curso de ingresso (50,0%), localização da instituição (36,4%), formação e atuação profissional do tecnólogo (25,0%), condições relacionadas ao trabalho (18,2%) e condições financeiras (18,2%). Sobre o percurso acadêmico posterior à evasão, 77,2% dos respondentes já haviam se graduado ou ingressado em outro curso/instituição sendo, em sua grande maioria, em até um ano após a evasão. Quanto ao tipo de curso de graduação, 78,6% dos participantes estavam em cursos de bacharelado e/ou licenciatura, entre os quais 60,7% em outra IES. O trabalho apresenta dados sobre os motivos determinantes da evasão de estudantes de cursos superiores de tecnologia, mostrando que há muitas semelhanças e poucas diferenças no que se refere aos motivos de evasão ocorridos em outros tipos de cursos (licenciaturas e bacharelados). Pode-se dizer que as peculiaridades das condições de evasão dos cursos superiores de tecnologia mostraram-se associadas às características do curso tecnológico, no que tange à natureza da formação e à atuação de seu profissional. Os dados coletados possibilitaram, ainda, considerações acerca do conceito de evasão e de procedimentos utilizados para investigação desse fenômeno. / Abstract: Starting from the principle that different conditions and contexts can be associated to the determinants of the drop out in higher education, this research focused on the study of drop out in courses which have not been much investigated and thus assumed as its objectives: to identify and analyze the reasons for the drop out of the technology higher education courses, from the perspective of the student, as well as his academic path after droping out. Data gathering was made through the mailing of a questionnaire to 227 students who have dropped out in 2006 and 2007 from technology higher education courses in a public institution in the State of São Paulo and, from these, 19,4% answered. The instrument requested information on the profile of student, description of the reasons for not renewing the enrollment, the time of frequency in the course and requested information about the academic path taken after the drop out. For the analysis of the data, qualitative methods (content analysis) and quantitative methods had been used (frequency and percentage of occurrence). The content analysis of the answers indicated as main reasons for drop out: definition of course (50,0%), localization of the institution (36,4%), education and professional activity of the technologists (25,0%), conditions related to the labor market (18,2%) and student financial conditions (18,2%). As about the academic path after the drop out, 77,2% of the respondents had already graduated or entered in another course/institution, and most of them did so within one year after the year they had quit. Regarding the type of course that the student has enrolled after the withdrawn, 78,6% informed that they were registered in courses offering bachelor, major or minor degrees, of which 60,7% in other higher education institutions. The research presents given on the determinative reasons of the drop out of students of superior courses of technology, showing that it has many similarities and few differences as for the occurred reasons of withdrawn in other kinds of graduation courses. It can be said that the peculiarities of the conditions for the drop out of technology higher education courses are associated with the characteristics of the technological courses as to the nature of the education and professional activity of the technologists. Data gathered offered considerations about the concept of drop out and of the proceedings used for the investigation of this phenomenon. / Mestrado / Psicologia Educacional / Mestre em Educação

The thesis investigates a highly interesting, perennial issue in the contemporary development of higher education in times of massification and public sector reform: forces for organisational homogeneity and differentiation in the field, related shifts in organisational positioning of universities and of restructuration in the field. In particular, the thesis investigates higher education in Ireland between 2011 and 2016 and the impact of a national strategy for higher education launched in 2011. A specific focus of the research is on the intention to introduce a new institutional type, Technological Universities, to the field, and the early effects of this innovation upon organisational isomorphism. The emphasis upon the Institutes of Technology (IoTs) and their response to the reform imparts an element of originality to the thesis, and helps it to become a contribution to knowledge. From an organisational theory perspective, DiMaggio and Powell (1983) define organisational isomorphic change as a process of homogenisation, in which organisations operating within the same environment and under similar conditions, come to resemble one another. The study is informed by international examples of restructuring and institutional positioning. The thesis reviews a considerable amount of literature to discuss recent trends in higher education, and to analyse the literature on organisational isomorphism in general and the related literature on diversity and differentiation in higher education in particular. Further, substantial and creative efforts are made to design the empirical investigation including primary data analyses of interviews, the use of quantitative secondary data, and documentary analyses. This study is expected to be of particular interest to government, policy makers, scholars, and institutional leaders in the higher education area.

Doctoral dissertation. / Format: PDF. Bibl.

The rapid inclusion of new technologies into educational curriculum has left some educators feeling ill prepared and anxious towards changes in teaching styles and curriculum necessary to put these innovations to use in their classrooms. It is imperative that we address this reluctance in order to provide inclusion of both faculty and students in the information revolution that began with the Internet and that continues to sweep the globe. Existing research takes primarily an external perspective to lack of technology usage in education; few studies have considered the psychological barriers that may contribute to technological and digital inequality within a University community. Real progress can be made in motivating technology resistant faculty by teaching them to differentiate between the characteristics of experts and novices, by providing them with the tools necessary to improve their self-efficacy to utilize new teaching technologies, and by providing the infrastructural support necessary to succeed. / text

Thesis (Ph.D.)--Ohio University, March, 2010. / Title from PDF t.p. Includes bibliographical references.

Os objetos de aprendizagem digitais, quando empregados para reconhecer e analisar processos cognitivos, podem contribuir para o desenvolvimento de uma didática voltada ao aprendizado. Esta pesquisa investiga em que medida os objetos digitais de aprendizagem contribuem para identificar os processos cognitivos em desenvolvimento durante a formação do conceito do equilíbrio físico na balança. Tais conhecimentos permitem desenhar objetos digitais de aprendizagem interativos, viabilizando aos professores organizarem estratégias que possibilitem a formação de operações lógicas em seus alunos, indispensáveis ao raciocínio formal. Na Epistemologia Genética de Piaget, encontramos tanto a explicação teórica (Equilibração das Estruturas Cognitivas) como os métodos que permitem conhecer tais processos em desenvolvimento (Método Clínico Piagetiano). / The physical concepts are considered on difficult understanding for some students of the Basic School, directed only to people endowed with special talents. Such difficulty can come from the teaching method employed in Physics Education. The knowledge of the cognitive processes that grow during the formation of those concepts can contribute for the development of a teaching method aimed at learning. However, education professionals with knowledge on epistemology and specific concepts in this subject, need a thorough, interdisciplinary and permanent formation. Analyzing the cognitive processes and developing tools for their identification, we will be making available to the educators, resources capable to aid them in his/her task of discovering their students' difficulties. This research investigates in which way the digital objects of learning contribute to identify the cognitive processes in development, during the formation of the concept of the physical balance, using a scale. Such knowledge permits to design interactive digital learning objects, allowing the teachers to organize methods that make possible the formation of logical operations in their students, necessary to a formal reasoning. In the Genetic Epistemology of Piaget, we found the theoretical explanation (Cognitive Structures Equilibration) as well as the methods allowing to know the development of these processes (Piaget’s Clinical Method).