Thesis (D. Min.)--Covenant Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 126-131).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4023. Adviser: Christine Jenkins. Includes bibliographical references (leaves 207-229) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--University of Sydney, 2008. / Title from title screen (viewed January 27, 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Information Technologies, Faculty of Engineering and Information Technologies. Includes bibliographical references. Also available in print form.

Digital technology has not become commonplace in teaching and learning despite the considerable growth, availability and use in society. Moreover, when digital technology is used in education, the digital technology itself seems to take precedence over pedagogy. In physical education (PE), research shows that there is little knowledge as to how and why teachers in the UK use digital technology in their teaching. Subsequently, the purpose of this thesis is to explore PE teachers understanding and experiences regarding how and why they use digital technology in their practice. Guided by an appreciative inquiry (AI) philosophy, this thesis employs a case study methodology in order to explore how and why PE teachers use digital technology. This study pays particular attention to the teachers perspective and the previously under-considered factors that enable, develop and influence their use of DigiTech, rather than the often-reported barriers and constraints. Data were gathered over a 12-month period, involving four teachers from schools across England. Methods of data gathering include AI interviews, interviews with headteachers, senior leadership team members, PE staff, heads of department and IT Managers, and lesson observations, document analysis and field notes. The collected data were analysed using a constructivist approach to grounded theory and the findings collated into four chapters; each of which explores the views, experiences and uses of digital technology by one of the four teachers. These chapters are structured by the three themes constructed from the data analysis. The first theme, developing an embedded culture , explores the teachers perceptions of developing an individual, department and whole school approach towards how digital technology is used. This theme explores the factors promoting the teachers use of DigiTech and the role of the school in shaping their digital technology use. The second theme, keeping tasks simple , details the simple techniques and practices the teachers used to aid their teaching with digital technology. The third theme, establishing routines , describes the ways in which the teachers sought to develop and sustain their use of digital technology, to ensure regularity of use and confidence with digital technology. Drawing on the work of Casey et al. (2017a), this thesis concludes by suggesting that the three-dimensional categorisation of pedagogy (in the form of teachers and teaching, learners and learning and knowledge in context - Armour, 2011) should be used as a lens for further discussion about digital technology use in PE. By using pedagogy as the starting point, we can begin to unpick and formulate future ways in which digital technology can support teachers delivery of PE.

<p> Global explosion of mobile technology has engendered a new instrument to address the challenges in public health and to revolutionize the paradigm of healthcare access and delivery system. Today mobile phone coverage has increased to a significant 90% of the world&rsquo;s population. The rising ubiquity and infiltration of mobile phones has kindled the beginning of a new era in healthcare, mobile health (mHealth). mHealth is the amalgamation of mobile telecommunication and multimedia into an on the go mobile health care delivery system. </p><p> Pediatric Pal is a mHealth application targeted to care for children and help build a healthier tomorrow for them. Pediatric Pal is designed to be the &ldquo;Drive Thru&rdquo; for the pediatric healthcare system. The mhealth app focuses on giving patients access to a highly sophisticated medical diagnosis tool. By using latest searching technologies, the system can take a pattern of symptoms in everyday language and instantly compute from our vast database. The app design and development will be outsourced to a web design Hyperlink solutions agency. Database for the app will be maintained in house and test runs will be run within the house. </p><p> The main source of revenue for the app will be from user subscription and upfront cash payment. Premium downloads will bring in the extra revenue as well. </p><p> Pediatric Pal puts world&rsquo;s medical knowledge at the patients fingertips and enables them to make sense of your symptoms. It will change the way patients speak to their doctor forever.</p><p>

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The current research aimed to identify the main factors that affect students’ performance in web-based courses in a university in Jordan. In order to achieve this goal the current research design employed a mixed methods approach in that it embraced an exploratory approach in the first phase and moved to an explanatory approach in the second phase. The exploratory phase consisted of conducting four group interviews with students enrolled in web-based courses at the Accounting Department at the Faculty of Economics and Administrative Sciences and one group interview with Accounting instructors. While the explanatory phase employed a quantitative method (questionnaire) to examine the study’s proposed models. Astin’s Input-Environment-Outcomes (I-E-O) guided the current study’s framework to investigate factors that may influence student performance in web-based courses. Input variables were computer experience, student attitude toward web-based learning, self-efficacy, motivation, and prior performance. Environmental variables included student perceptions of the interaction of instructors; use of technology; and participation in the online learning environment. Data was gathered from a survey of 461 undergraduate students enrolled in two web-based accounting courses at the Hashemite University in Jordan. The most important contribution of the current study is that it conducted the analysis in the context of a developing country (Jordan). Therefore, this study will fill the gap in the literature regarding the effect of using web-based learning on student performance in Jordan and will provide the basis for further research in developing countries on student performance in web-based learning. The study also adds to collective knowledge of the effects of e-learning by adding a case study set in a new context to the existing range of studies. In doing so it broadens the scope of research on e-learning effectiveness. The results indicated that the study’s model was valid and fit the data and it was reasonable to test the model in terms of path significance. The study explained 73% of the variance in student performance, but only 3% of the variation in change in performance was explained. The findings of the current research revealed that input variables (particularly prior performance and student attitudes toward web-based learning) were the most significant, direct input factors affecting student performance. In addition, it was found that environmental variables (particularly student participation in web-based courses and student perceptions of the interaction of their instructors) also had a significant direct effect on student performance. These findings underline that it is not the technology used in the learning process that makes a difference in student performance in web-based learning, but it is instructor interactivity and the pedagogy used in teaching the Accounting courses at the Hashemite University. This is not to say that technology is unimportant or that it can be ignored. However, the functionality, usability and reliability of e-learning technology have rapidly improved to the point where questions of how it is deployed and exploited become more important than what it is capable of doing.

This study investigates how five secondary students think mathematically and process information in a technology-supported environment while solving mathematics problems. In the study, students were given open-ended problems to explore in an online dynamic learning environment and to solve the problems in computer environments. Given that all the work was done in the computer environments, both online and offline, students’ work was recorded by using screen capturing software. A new method, the frame analysis method, was used to describe and analyze students’ thinking processes while they were interacting with mathematical objects in the dynamic learning environment and solving mathematics problems. The frame analysis method is a microgenetic method based on information processing theory and is developed to analyze students’ work done in computer environments. Two reasons make the analysis method used in this study unique: (a) collecting data with minimized disturbance of the students and (b) analyzing students’ artefacts through researcher’s (teacher) perspective, meaning that integrates teachers within the analysis process. The frame analysis method consists of multiple steps to observe, describe, interpret, and analyze students’ mathematical thinking processes when they are solving mathematics problems. I described each step in detail to explain how the frame analysis method was used to monitor students’ mathematical thinking and to track their use of technology while solving problems. The data emerged from this study illustrates the importance of using dynamic learning environments in mathematics and the potential for transformation of mathematical representational systems from symbolic to visual. Moreover, data suggest that visual representation systems and linked multi-representational systems encourage students to interact with mathematical concepts and advance their mathematical understanding. Rather than dealing with the grammar of algebra only, students may benefit from direct interaction with the visually represented mathematical concepts. It appears that recording students’ problem-solving processes may engage teachers and mathematics educators to seek opportunities for implementing process-oriented assessment into their curriculum activities. Furthermore, students may benefit from sharing their work through peer collaboration, either online or offline, and metacognition and self-assessment. Suggestions for further studies include using audio and video recording in the frame analysis method.

Orientador: João Antonio Telles / Banca: Ana Mariza Benedetti / Banca: Nelson Viana / Resumo: O contexto teletandem de ensino e aprendizagem de línguas, por meio de ferramentas de comunicação audiovisuais a distância, como o Skype, permite que aprendizes de línguas estabeleçam uma parceria virtual e colaborativa de aprendizagem de línguas, por meio da qual um ajuda o outro a aprender sua língua de proficiência. O presente trabalho teve como objetivo analisar como professores de espanhol vinculados a duas unidades dos Centros de Estudos de Línguas (CEL) em duas cidades do interior do estado de São Paulo, vivenciaram o primeiro contato com o contexto teletandem de aprendizagem de línguas, por meio de um curso de extensão semipresencial. A partir da análise do que os participantes dizem sobre o contexto teletandem, tendo em vista suas experiências como praticantes de teletandem e como possíveis implementadores dessa prática entre seus alunos, foi possível tecer reflexões sobre quais as possíveis implicações das experiências dos participantes para a inserção do contexto teletandem nos CELs e quais as possíveis contribuições desse contexto para a formação continuada de professores. Dentre as atividades requeridas aos participantes no decorrer do curso, foram considerados como procedimentos de coleta de material documentário para esta pesquisa a) os fóruns de discussão, b) os encontros presenciais, c) o perfil de cada participante disponibilizado na ferramenta Perfil, no TelEduc e d) reflexões da pesquisadora, a partir de duas oficinas pedagógicas, uma em cada cidade do curso, por meio das quais a análise dos dados foi apresentada e discutida com os participantes. Os trabalhos que fundamentam teoricamente esta pesquisa foram selecionados e organizados a partir dos quatro eixos temáticos, a seguir: a) teletandem, b) formação continuada de professor para o uso de tecnologia, c)... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: As a teaching and learning context, and with the help of technological tools, such as Skype, teletandem allows pairs of foreign language learners to establish virtual collaborative partnerships by helping each other to learn their language of proficiency. The focus of this dissertation in on the analysis of teachers' first contact and experiences with teletandem. Its theoretical framework focuses on (a) teletandem, (b) teachers' continuing education for the use of technology, (c) use of technology in the public school system, (d) computer mediated communciation (CMC), and new technologies of information and communication (TICs). Such framework allowed the selection of texts that considered issues of technology in our times, its impact on teachers' pedagogy and, more specifically, on teachers' participation within the context of teletandem. The participants were teachers of Spanish working in two public high school language centers in two cities in the interior of São Paulo State, in Brazil. The teachers began by experiencing their first contact with teletandem in a blended continuing education course in which they studied the tandem theory. Contemporaneously, they themselves practiced teletandem (Spanish x Portuguese) with their colleagues - teachers of Portuguese from Uruguay. The research documentary materials were generated from these teachers' practical experiences with teletandem and from what they said about them during the continuing education course. Data collection proceedings were (a) on-line discussion forums, (b) face to face reflective sessions, (c) teachers' profiles on the learning platform TELEDUC and (d) the researcher's reflections on two pedagogical workshops given to the participants in each of the two cities where the course was given, and when the researcher had the opportunity to share... (Complete abstract click electronic access below) / Mestre