Modeled on the master-apprenticeship relationship, student designers gain access to implicit design knowledge mainly through the conversations with their tutors during studio projects. However, intimate design studio tutelage is being challenged by increasing student to staff ratios. If leveraged effectively, technology offers the potential to maximize tutors' time investment in order to allow them to tend to more students. Scaffolding tools (Reiser, 2004) as supplement to teacher support, can assist learners with complex tasks previously out of their reach. This case study is a critical realist inquiry into the use of a scaffolding tool, Cognician Cogs. It seeks to reveal the ways in which and circumstances under which these Cogs scaffold conceptual design in a second year architecture studio project. The study draws upon Cognitive Apprenticeship as a conceptual framework to shed light on design studio practices involving specially developed Cogs. The mixed methodology approach adopted consisting mainly of qualitative data in the form of the project brief, scaffolding tool content, sample design critique conversations and interviews with three tutors and nine students. Supplementary quantitative data included closed survey question responses and Studio work marks collected from the entire class (39). Thematic analysis of the qualitative data was framed by the Vitruvian guiding principles of architecture: 'Firmness', 'Commodity' and 'Delight'. The study revealed that the intended use of the Cogs to cover aspects of Firmness and Commodity only resulted in the over-scaffolding of Firmness and the under-scaffolding of Delight. The students' resulting designs were practically acceptable, but lacked novelty.

The prevalence of adolescent school absenteeism due to severe bullying in the UK exceeds 16 000 young people, and the occurrence of anxious school refusers (including self-exclusion due to bullying) is a well-documented issue that transcends geographical borders. The research context for this study is a virtual school (Red Balloon of the Air) that provides educational, therapeutic and social support for some of these young people who are missing out on an education, many of whom have had difficult experiences with peers in previous educational settings. The aim of this case study was to investigate factors that aid or inhibit peer-to-peer interaction and collaboration during a Project Based Learning (PBL) activity in a virtual high school for anxious school refusers. A conceptual framework drawing on the works of Moore (1989), Curtis and Lawson (2001) and Murphy (2004) was developed to analyse the subsidiary research questions. The findings show that notable levels of peer-to-peer interaction were recorded in the chat transcripts from the PBL activity (31.9%), however this interaction did not constitute any notable form of collaboration in the small group activities where the highest concentration of peer-to-peer interactions were recorded. The factors that appear to aid peer-to-peer interaction include incorporating small group work, pairing newer students with more experienced students, and introducing blended learning opportunities whereby students interact face-to-face. In addition to this, on average an increased length of time at the virtual school seems to increase peerto- peer interaction, with the exception of students experiencing emotional difficulty during activities, and level of student choice resulting in students sometimes choosing to working alone. The role of the teacher in peer-to-peer interactions and supporting collaboration is a prominent theme, in particular how the use of technology increases the teacher's access to student conversations which could make the teachers more likely to intervene with solutions. Peer-to-peer interaction and social presence are a pre-requisite for collaboration, however as evidenced in this study the presence of both does not automatically mean collaboration will occur. The limitations of this study include that the findings are based on one PBL activity, which took place in the final weeks of the academic year with no links to the national curriculum. The findings of the study serve as a foundation for further research in the field.

The purpose of this study is to survey microcomputer applications in special education in Western Massachusetts Schools and, in particular, to assess the extent to which special education is moving beyond drill and practice software with special needs students. Data were collected from 185 special education teachers by a questionnaire and follow-up interviews from eleven special education teachers in Western Massachusetts. Results showed that computers and software are generally integrated in special education teachers' curricula. They used the microcomputer as a compensatory tool to sharpen students' mathematics skills, language arts and reading comprehension. Some special education teachers also used computers for language assessment, speech training, eye-hand coordination and communication. Apple computers were the most popular brand used in this study. Adaptive devices such as firmware cards, switches, and speech synthesizers were used to help special needs students access computers. Computer-assisted instruction, word processing and games were the most popular software used. Students worked on computers generally alone, or in a small group, or in combination; the amount of supervision required depended upon students' functioning level and physical limitations. Most special education teachers did not teach and computer language; only a few teachers explored Logo or BASIC with their students. Special education teachers realized that the computer is a good tool to motivate students and to increase self-esteem and attention; they received some inservice training on computer uses, but complained that it was not enough to help their students. Factors making it difficult for special education teachers to use computers were: lack of appropriate software, teachers being behind the trend, not enough class time to use computers, and perceptions of computers as dehumanizing. The study concludes with recommendations for increasing special education teachers' computer training via input from hardware and software experts, and for requiring special education teachers to take introductory computer courses such as Logo, BASIC programming, authoring language systems and software evaluation. Also, it recommends that school administrations give financial and technical support for such training in order to use microcomputers and related devices more effectively.

No description available.

<p dir="ltr">The integration of technology in classrooms has become increasingly prevalent, presenting both opportunities and challenges for educators. This study examines the impact of technology on student performance and behavior, particularly in seventh and eighth-grade classrooms. The COVID-19 pandemic accelerated the shift to online learning, raising concerns about learning loss and disparities in access to technology. Using a needs-based assessment survey, this research investigates teachers' perceptions of technology's effects on student engagement, academic achievement, and retention of curriculum content. The study explores the positive and negative implications of technology use, as well as non-technological strategies employed by teachers to support student learning. Findings reveal that while technology offers benefits such as student-centered education and immediate feedback, it also poses challenges such as distractions and decreased engagement. The study underscores the importance of understanding how technology impacts student learning and behavior and provides insights for developing effective intervention strategies. By considering the perspectives of educators, this research contributes to the ongoing dialogue on technology integration in education and informs evidence-based practices for promoting student success in technology-rich classrooms.</p>

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 109-116). Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 153-159). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 153-159). Also available on the Internet.

<p> The demand for innovation in nursing education has increased the use of technology and expanded growth in online courses (Hoffman &amp; Dudjak, 2012; Sword, 2012; Valiga, 2012). Many faculty embrace online learning while others perceive knowledge and skills associated with navigating online learning as a barrier to education (Hoffmann &amp; Dudiak, 2012). A lack of research exist related to faculty efficacy in the use of technology for teaching in the online environment (Chang et al., 2011; Petit Dit Dariel et al., 2013; Sword, 2012). The purpose of the descriptive correlational pilot study was to investigate educational technology competencies and efficacy in teaching online. Additionally, the relationship was explored between educational technologies and online teaching efficacy. Bandura&rsquo;s self-efficacy theory served as the conceptual framework for the study. Two instruments were used to collect data: the Michigan Nurse Educator&rsquo;s Sense of Efficacy for Online Teaching Scale (MNESEOTS) and the Duke University School of Nursing Self-Assessment of Educational Technology Competencies Scale (DUSAETCS). The sample consisted of 64 nurse educators teaching at least 51% of course content online within a baccalaureate or graduate level program. A significant relationship was found between self-assessed competency in the use of educational technologies and nurse educators&rsquo; sense of online teaching efficacy (r = .56, p &lt; .001). Additionally, findings from the study revealed that nurse educators reported a sense of efficacy for online teaching from &ldquo;some&rdquo; to &ldquo;quite a bit&rdquo; on subscales addressing student engagement, instructional strategies, classroom management, and uses of computers with a mean of 28.94 on the total scale with a range of scores from 19-35. Participants indicated that they were &ldquo;somewhat competent&rdquo; to &ldquo;very competent&rdquo; in the use of educational technologies based upon responses on subscales addressing: competency, helping students achieve, implementing principles of good teaching, and creating learning experiences with a mean of 145.40 on the total scale ranging from 100-174. An OLS regression was run with predictor variables including online teaching efficacy, online teaching experience, faculty mentoring, instructional design support, and technology competence total score. Technological competency was the only significant variable predicting online teaching efficacy (b = 0.112; p &lt; 0.001) with 36.8% of the variance in online teaching efficacy explained by technological competence. Nurse educators with high online teaching efficacy beliefs value instructional designer support, preparatory course, and peer or mentor support. Additional research is needed to establish reliability and validity for the use of the DUSAETCS tool. Replication of this study is suggested using a larger sample size of online nurse educators to verify variables affecting faculty self-efficacy in the online teaching environment. With additional supporting evidence strategies can be developed to enhance self-efficacy and technological competencies of nurse educators.</p>

<p> <i>Purpose:</i> Electronic media is eliminating the barriers of time, space, and distance. Digital technology is very convenient and effective in many aspects of our lives. It changes the way we live, interact, communicate, learn, work, and even play. Technology and information technology is becoming essential to numerous individuals and to various types of organizations. The purpose of this study is to describe the students' view on frequency and type of technology used at the Cyprus University of Technology during courses to support instruction. In addition, this study explores what are the Cyprus University of Technology students' attitudes towards technology in general. </p><p> <i>Methods:</i> The research method employed in this study was quantitative. Data collection included the use of a survey. The target population of this study was the students of the undergraduate program at the Cyprus University of Technology in Limassol, Cyprus. That survey was sent to all the undergraduate students and the sample number that was used in the survey for the descriptive statistic analysis was 334. </p><p> <i>Findings:</i> Students indicate that technology elevates the level of teaching and that technology assists students in achieving their academic goals. In addition, students find the use of technology and learning management systems extremely important for their academic success. The students report that forms of communication that utilise technology are extremely important to their academic success. In addition, students believe that handheld mobile devices to be of high importance to their academic success. </p><p> <i>Implications:</i> A notable percentage of students specify that they wish their instructors would use all resources/tools with a higher frequency. In addition, the students indicate that they wish their instructors use more the Course or learning management system. Furthermore, the students state that they wish their instructors would use more technology to communicate with their students. Moreover, students point out that it is important that more or better technology is available in order to learn, study, or complete coursework. Furthermore, students wish their instructors use new technologies and they suppose that it is extremely or very important that they themselves were better trained or skilled at using available technologies for learning and completing course work.</p>